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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">1747</span> Morphological Analysis of English L1-Persian L2 Adult Learners’ Interlanguage: From the Perspective of SLA Variation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maassoumeh%20Bemani%20Naeini">Maassoumeh Bemani Naeini </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on interlanguage have long been engaged in describing the phenomenon of variation in SLA. Pursuing the same goal and particularly addressing the role of linguistic features, this study describes the use of Persian morphology in the interlanguage of two adult English-speaking learners of Persian L2. Taking the general approach of a combination of contrastive analysis, error analysis and interlanguage analysis, this study focuses on the identification and prediction of some possible instances of transfer from English L1 to Persian L2 across six elicitation tasks aiming to investigate whether any of contextual features may variably influence the learners’ order of morpheme accuracy in the areas of copula, possessives, articles, demonstratives, plural form, personal pronouns, and genitive cases.  Results describe the existence of task variation in the interlanguage system of Persian L2 learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20L1" title="English L1">English L1</a>, <a href="https://publications.waset.org/abstracts/search?q=Interlanguage%20Analysis" title=" Interlanguage Analysis"> Interlanguage Analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20L2" title=" Persian L2"> Persian L2</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA%20variation" title=" SLA variation"> SLA variation</a> </p> <a href="https://publications.waset.org/abstracts/42660/morphological-analysis-of-english-l1-persian-l2-adult-learners-interlanguage-from-the-perspective-of-sla-variation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42660.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">316</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">1746</span> On the Comprehension of English Compound Nouns by Arabic-Speaking EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdel%20Rahman%20Altakhaineh">Abdel Rahman Altakhaineh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamma%20Alaghawat"> Mohamma Alaghawat</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiba%20Alhendi"> Hiba Alhendi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports an investigation of the comprehension of English compound nouns by sixty Arabic-speaking English Foreign Language (EFL) learners majoring in English at the University of Jordan, Amman. The investigation focused on the problems that these learners may encounter in understanding certain types of compounds and their ability to use their L1 compound noun knowledge to produce the meaning of L2 compound nouns. Participants whose English proficiency level was advanced underwent a test to identify the meaning ofan underlined compound without using a dictionary. Theresponses to the three different types of compounds were analyzed usingTwo-Way repeated measures ANOVA, and the results showed that there were different endocentric and exocentric compound responses within subordinative compounds, with a statistically significant difference between the two in favor of endocentric compounds. We argue that the endocentric, especially subordinative endocentric compounds,weremore easily understood due to its representative nature, i.e., because the head represents the meaning of the whole compound. The study concludes with pedagogical implications for teaching compound nouns. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=morphology" title="morphology">morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=compounding" title=" compounding"> compounding</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA" title=" SLA"> SLA</a>, <a href="https://publications.waset.org/abstracts/search?q=arabic-speaking%20EFL%20learners" title=" arabic-speaking EFL learners"> arabic-speaking EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/156868/on-the-comprehension-of-english-compound-nouns-by-arabic-speaking-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156868.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">106</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">1745</span> Influence of Omani Literature in Foreign Language Classrooms on Students' Motivation in Learning English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibtisam%20Mohammed%20Salim%20Al%20Quraini">Ibtisam Mohammed Salim Al Quraini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines how introducing Omani literature in foreign language classrooms can influence the students' motivation in learning the language. The data was collected through the questionnaire which was administered to two samples (A and B) of the participants. Sample A was comprised of 30 female students from English department who are specialist in English literature in college of Arts and Social Science. Sample B in contrast was comprised of 10 female students who their major is English from college of Education. Results show that each genre in literature has different influence on the students' motivation in learning the language which proves that literacy texts are powerful. Generally, Omani English teachers tend to avoid teaching literature because they think that it is a difficult method to use in teaching field. However, the advantages and the influences of teaching poetries, short stories, and plays are discussed. Recommendations for current research and further research are also discussed at the end. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=plays" title=" plays"> plays</a>, <a href="https://publications.waset.org/abstracts/search?q=short%20stories" title=" short stories"> short stories</a>, <a href="https://publications.waset.org/abstracts/search?q=poems" title=" poems"> poems</a> </p> <a href="https://publications.waset.org/abstracts/24658/influence-of-omani-literature-in-foreign-language-classrooms-on-students-motivation-in-learning-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24658.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">378</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">1744</span> A Comparison of the First Language Vocabulary Used by Indonesian Year 4 Students and the Vocabulary Taught to Them in English Language Textbooks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fitria%20Ningsih">Fitria Ningsih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study concerns on the process of making corpus obtained from Indonesian year 4 students’ free writing compared to the vocabulary taught in English language textbooks. 369 students’ sample writings from 19 public elementary schools in Malang, East Java, Indonesia and 5 selected English textbooks were analyzed through corpus in linguistics method using AdTAT -the Adelaide Text Analysis Tool- program. The findings produced wordlists of the top 100 words most frequently used by students and the top 100 words given in English textbooks. There was a 45% match between the two lists. Furthermore, the classifications of the top 100 most frequent words from the two corpora based on part of speech found that both the Indonesian and English languages employed a similar use of nouns, verbs, adjectives, and prepositions. Moreover, to see the contextualizing the vocabulary of learning materials towards the students’ need, a depth-analysis dealing with the content and the cultural views from the vocabulary taught in the textbooks was discussed through the criteria developed from the checklist. Lastly, further suggestions are addressed to language teachers to understand the students’ background such as recognizing the basic words students acquire before teaching them new vocabulary in order to achieve successful learning of the target language. <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=frequency" title=" frequency"> frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian" title=" Indonesian"> Indonesian</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=textbooks" title=" textbooks"> textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=wordlists" title=" wordlists"> wordlists</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/83928/a-comparison-of-the-first-language-vocabulary-used-by-indonesian-year-4-students-and-the-vocabulary-taught-to-them-in-english-language-textbooks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83928.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">187</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">1743</span> An Overview of College English Writing Teaching Studies in China Between 2002 and 2022: Visualization Analysis Based on CiteSpace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Yiting">Yang Yiting</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper employs CiteSpace to conduct a visualiazation analysis of literature on college English writing teaching researches published in core journals from the CNKI database and CSSCI journals between 2002 and 2022. It aims to explore the characteristics of researches and future directions on college English writing teaching. The present study yielded the following major findings: the field primarily focuses on innovative writing teaching models and methods, the integration of traditional classroom teaching and information technology, and instructional strategies to enhance students' writing skills. The future research is anticipated to involve a hybrid writing teaching approach combining online and offline teaching methods, leveraging the "Internet+" digital platform, aiming to elevate students' writing proficiency. This paper also presents a prospective outlook for college English writing teaching research in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citespace" title="citespace">citespace</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20English" title=" college English"> college English</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20teaching" title=" writing teaching"> writing teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization%20analysis" title=" visualization analysis"> visualization analysis</a> </p> <a href="https://publications.waset.org/abstracts/173765/an-overview-of-college-english-writing-teaching-studies-in-china-between-2002-and-2022-visualization-analysis-based-on-citespace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173765.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">71</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">1742</span> How can Introducing Omani Literature in Foreign Language Classrooms Influence students' Motivation in Learning the Language?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibtisam%20Mohammed%20Al-Quraini">Ibtisam Mohammed Al-Quraini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines how introducing Omani literature in foreign language classrooms can influence the students' motivation in learning the language. The data was collected through the questionnaire which was administered to two samples (A and B) of the participants. Sample A was comprised of 30 female students from English department who are specialist in English literature in college of Arts and Social Science. Sample B in contrast was comprised of 10 female students who their major is English from college of Education. Results show that each genre in literature has different influence on the students' motivation in learning the language which proves that literacy texts are powerful. Generally, Omani English teachers tend to avoid teaching literature because they think that it is a difficult method to use in teaching field. However, the advantages and the influences of teaching poetries, short stories, and plays are discussed. Recommendations for current research and further research are also discussed at the end. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=Omani%20literature" title=" Omani literature"> Omani literature</a>, <a href="https://publications.waset.org/abstracts/search?q=poetry" title=" poetry"> poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=story" title=" story"> story</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a> </p> <a href="https://publications.waset.org/abstracts/28898/how-can-introducing-omani-literature-in-foreign-language-classrooms-influence-students-motivation-in-learning-the-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28898.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">391</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">1741</span> ESL Material Evaluation: The Missing Link in Nigerian Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulkabir%20Abdullahi">Abdulkabir Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is a pre-use evaluation of grammar activities in three primary English course books (two of which are international primary English course books and the other a popular Nigerian primary English course book). The titles are - Cambridge Global English, Collins International Primary English, and Nigeria Primary English – Primary English. Grammar points and grammar activities in the three-course books were identified, grouped, and evaluated. The grammar activity which was most common in the course books, simple past tense, was chosen for evaluation, and the units which present simple past tense activities were selected to evaluate the extent to which the treatment of simple past tense in each of the course books help the young learners of English as a second language in Nigeria, aged 8 – 11, level A1 to A2, who lack the basic grammatical knowledge, to know grammar/communicate effectively. A bespoke checklist was devised, through the modification of existing checklists for the purpose of the evaluation, to evaluate the extent to which the grammar activities promote the communicative effectiveness of Nigerian learners of English as a second language. The results of the evaluation and the analysis of the data reveal that the treatment of grammar, especially the treatment of the simple past tense, is evidently insufficient. While Cambridge Global English’s, and Collins International Primary English’s treatment of grammar, the simple past tense, is underpinned by state-of-the-art theories of learning, language learning theories, second language learning principles, second language curriculum-syllabus design principles, grammar learning and teaching theories, the grammar load is insignificantly low, and the grammar tasks do not promote creative grammar practice sufficiently. Nigeria Primary English – Primary English, on the other hand, treats grammar, the simple past tense, in the old-fashioned direct way. The book does not favour the communicative language teaching approach; no opportunity for learners to notice and discover grammar rules for themselves, and the book lacks the potency to promote creative grammar practice. The research and its findings, therefore, underscore the need to improve grammar contents and increase grammar activity types which engage learners effectively and promote sufficient creative grammar practice in EFL and ESL material design and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=activity" title=" activity"> activity</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=activity-types" title=" activity-types"> activity-types</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20grammar%20practice" title=" creative grammar practice"> creative grammar practice</a> </p> <a href="https://publications.waset.org/abstracts/164227/esl-material-evaluation-the-missing-link-in-nigerian-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164227.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">82</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">1740</span> Management of English Language Teaching in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vishal%20D.%20Pandya">Vishal D. Pandya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A great deal of perceptible change has been taking place in the way our institutions of higher learning are being managed in India today. It is believed that managers, whose intuition proves to be accurate, often tend to be the most successful, and this is what makes them almost like entrepreneurs. A certain entrepreneurial spirit is what is expected and requires a degree of insight of the manager to be successful depending upon the situational and more importantly, the heterogeneity as well as the socio-cultural aspect. Teachers in Higher Education have to play multiple roles to make sure that the Learning-Teaching process becomes effective in the real sense of the term. This paper makes an effort to take a close look at that, especially in the context of the management of English language teaching in Higher Education and, therefore, focuses on the management of English language teaching in higher education by understanding target situation analyses at the socio-cultural level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management" title="management">management</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</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=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/107496/management-of-english-language-teaching-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107496.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">245</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">1739</span> Corrective Feedback and Uptake Patterns in English Speaking Lessons 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> New teaching methods have led to the changes in the teachers’ roles in an English class, in which teachers’ error correction is an integral part. Language error and corrective feedback have been the interest of many researchers in foreign language teaching. However, the techniques and the effectiveness of teachers’ feedback have been a question of much controversy. This present case study has been carried out with a view to finding out the patterns of teachers’ corrective feedback and their impact on students’ uptake in English speaking lessons of legal English major students at Hanoi Law University. In order to achieve those aims, the study makes use of classroom observations as the main method of data collection to seeks answers to the two following questions: 1. What patterns of corrective feedback occur in English speaking lessons for second- year legal English major students in Hanoi Law University?; 2. To what extent does that corrective feedback lead to students’ uptake? The study provided some important findings, among which was a close relationship between corrective feedback and uptake. In particular, recast was the most commonly used feedback type, yet it was the least effective in terms of students’ uptake and repair, while the most successful feedback, namely meta-linguistic feedback, clarification requests and elicitation, which led to students’ generated repair, was used at a much lower rate by teachers. Furthermore, it revealed that different types of errors needed different types of feedback. Also, the use of feedback depended on the students’ English proficiency level. In the light of findings, a number of pedagogical implications have been drawn in the hope of enhancing the effectiveness of teachers’ corrective feedback to students’ uptake in foreign language acquisition process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title="corrective feedback">corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error" title=" error"> error</a>, <a href="https://publications.waset.org/abstracts/search?q=uptake" title=" uptake"> uptake</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20English%20lesson" title=" speaking English lesson"> speaking English lesson</a> </p> <a href="https://publications.waset.org/abstracts/95225/corrective-feedback-and-uptake-patterns-in-english-speaking-lessons-at-hanoi-law-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95225.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">262</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">1738</span> An Exploration of Promoting EFL Students’ Language Learning Autonomy Using Multimodal Teaching - A Case Study of an Art University in Western China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dian%20Guan">Dian Guan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the wide application of multimedia and the Internet, the development of teaching theories, and the implementation of teaching reforms, many different university English classroom teaching modes have emerged. The university English teaching mode is changing from the traditional teaching mode based on conversation and text to the multimodal English teaching mode containing discussion, pictures, audio, film, etc. Applying university English teaching models is conducive to cultivating lifelong learning skills. In addition, lifelong learning skills can also be called learners' autonomous learning skills. Learners' independent learning ability has a significant impact on English learning. However, many university students, especially art and design students, don't know how to learn individually. When they become university students, their English foundation is a relative deficiency because they always remember the language in a traditional way, which, to a certain extent, neglects the cultivation of English learners' independent ability. As a result, the autonomous learning ability of most university students is not satisfactory. The participants in this study were 60 students and one teacher in their first year at a university in western China. Two observations and interviews were conducted inside and outside the classroom to understand the impact of a multimodal teaching model of university English on students' autonomous learning ability. The results were analyzed, and it was found that the multimodal teaching model of university English significantly affected learners' autonomy. Incorporating classroom presentations and poster exhibitions into multimodal teaching can increase learners' interest in learning and enhance their learning ability outside the classroom. However, further exploration is needed to develop multimodal teaching materials and evaluate multimodal teaching outcomes. Despite the limitations of this study, the study adopts a scientific research method to analyze the impact of the multimodal teaching mode of university English on students' independent learning ability. It puts forward a different outlook for further research on this topic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art%20university" title="art university">art university</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20education" title=" EFL education"> EFL education</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title=" learner autonomy"> learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20pedagogy" title=" multimodal pedagogy"> multimodal pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/176520/an-exploration-of-promoting-efl-students-language-learning-autonomy-using-multimodal-teaching-a-case-study-of-an-art-university-in-western-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176520.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">101</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">1737</span> Malay ESL (English as a Second Language) Students' Difficulties in Using English Prepositions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chek%20Kim%20Loi">Chek Kim Loi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study attempts to undertake an error analysis of prepositions employed in the written work of Form 4 Malay ESL (English as a Second Language) students in Malaysia. The error analysis is undertaken using Richards’s (1974) framework of intralingual and interlingual errors and Bennett’s (1975) framework in identifying prepositional concepts found in the sample. The study first identifies common prepositional errors in the written texts of 150 student participants. It then measures the relative intensities of these errors and finds out the possible causes for the occurrences of these errors. In this study, one significant finding is that among the nine concepts of prepositions examined, the participant students tended to make errors in the use of prepositions of time and place. The present study has pedagogical implications in teaching English prepositions to Malay ESL students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error" title="error">error</a>, <a href="https://publications.waset.org/abstracts/search?q=interlingual" title=" interlingual"> interlingual</a>, <a href="https://publications.waset.org/abstracts/search?q=intralingual" title=" intralingual"> intralingual</a>, <a href="https://publications.waset.org/abstracts/search?q=preposition" title=" preposition"> preposition</a> </p> <a href="https://publications.waset.org/abstracts/60565/malay-esl-english-as-a-second-language-students-difficulties-in-using-english-prepositions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60565.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">196</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">1736</span> Identity Construction of English Language Teachers from Nepal: A Narrative Inquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bharat%20Prasad%20Neupane">Bharat Prasad Neupane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the widespread concentration on beliefs, values, emotions, critical incidents, and practices in exploring teachers’ professional identities, this study presents the trajectories of identity construction of three English language teachers from Nepal, analyzing their storied lives from schoolteachers to university professors. For this purpose, the article considered the three-dimensional professional development model to explore the effective mediation by the state agencies, culture and the policies, appropriate support from the organizations, and the bottom-up initiatives taken by the teachers in their professional development. Besides, the professional development journey derived from the in-depth interview of the participants is analyzed by employing communities of practice theory, particularly engagement, alignment, and imagination, as theoretical categories to discover their professional identities. The analysis revealed that passion for language, creativity, and motivation to learn English during childhood initially encouraged them to study English. In addition, inspiration from their teachers during their schooling and later a competitive working environment motivated them to experiment with innovative teaching approaches and establish themselves in the profession. Furthermore, diversification in university teaching according to university requirements and resultant divergence from the professional root ultimately transformed their identity beyond English teachers. Finally, university policy, customization of teachers as per the university requirement, and their survival strategy as English teachers in a university where technical subjects are given more priority has impacted their professional identities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20professional%20development" title="teachers’ professional development">teachers’ professional development</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=professional%20identity" title=" professional identity"> professional identity</a>, <a href="https://publications.waset.org/abstracts/search?q=communities%20of%20practice" title=" communities of practice"> communities of practice</a> </p> <a href="https://publications.waset.org/abstracts/167282/identity-construction-of-english-language-teachers-from-nepal-a-narrative-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167282.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">81</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">1735</span> Pedagogical Effects of Using Workbooks in English Classes for the TOEIC Test: A Study on ESL Learners in Japanese Colleges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikako%20Nobuhara">Mikako Nobuhara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Test of English for International Communication (TOEIC) test, conducted by the Institute for International Business Communication (IIBC), has a huge impact on education in Japan. Almost all college students have to submit their TOEIC test scores when applying for entry-level jobs at companies. In addition, an increasing number of colleges are encouraging students to have a global vision. For this specific reason, studying for the TOEIC test is essential for English as a second language (ESL) learner to develop English communication skills. This study shows that studying by using some workbooks about the listening section of the TOEIC test clearly helps ESL learners to develop their listening skills. For this purpose, the listening test scores before and after classroom sessions were analyzed for each student. Students obtained higher scores in the listening section of the test and improved their English listening skills at the end of all the classroom sessions. In conclusion, it is important for English teachers to achieve the following objectives: (1) facilitate the learning of effective methods for correctly solving questions based on listening skills and (2) prepare listening tasks for reading aloud so as to keep up with the original speed, which is required for solving questions in the TOEIC test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20skills" title=" listening skills"> listening skills</a>, <a href="https://publications.waset.org/abstracts/search?q=TOEIC%20test" title=" TOEIC test"> TOEIC test</a> </p> <a href="https://publications.waset.org/abstracts/52238/pedagogical-effects-of-using-workbooks-in-english-classes-for-the-toeic-test-a-study-on-esl-learners-in-japanese-colleges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52238.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">261</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">1734</span> English Test Success among Syrian Refugee Girls Attending Language Courses in Lebanon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nina%20Leila%20Mussa">Nina Leila Mussa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The devastating effects of the war on Syria’s educational infrastructure has been widely reported, with millions of children denied access. However, among those who resettled in Lebanon, the impact of receiving educational assistance on their abilities to pass the English entrance exam is not well described. The aim of this study was to identify predictors of success among Syrian refugees receiving English language courses in a Lebanese university. Methods: The database of Syrian refugee girls matriculated in English courses at the American University of Beirut (AUB) was reviewed. The study period was 7/2018-09/2020. Variables compared included: family size and income, welfare status, parents’ education, English proficiency, access to the internet, and need for external help with homework. Results: For the study period, there were 28 girls enrolled. The average family size was 6 (range 4-9), with eight having completed primary, 14 secondary education, and 6 graduated high school. Eighteen were single-income families. After 12 weeks of English courses, 16 passed the Test of English as Foreign Language (TOEFL) from the first attempt, and 12 failed. Out of the 12, 8 received external help, and 6 passed on the second attempt, which brings the total number of successful passing to 22. Conclusion: Despite the tragedy of war, girls receiving assistance in learning English in Lebanon are able to pass the basic language test. Investment in enhancing those educational experiences will be determinantal in achieving widespread progress among those at-risk children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=refugee%20girls" title="refugee girls">refugee girls</a>, <a href="https://publications.waset.org/abstracts/search?q=TOEFL" title="TOEFL">TOEFL</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=success" title=" success"> success</a> </p> <a href="https://publications.waset.org/abstracts/136920/english-test-success-among-syrian-refugee-girls-attending-language-courses-in-lebanon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136920.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">123</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">1733</span> Philippine English: An Exploratory Mixed-Methods Inquiry on Digital Immigrants and Digital Natives' Variety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lesley%20Karen%20Penera">Lesley Karen Penera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the countless that has been drawn to investigate Philippine English for a myriad of reasons, none was known to have ventured on a probe of its grammatical features as used in a technology-driven linguistic landscape by two generations in the digital age. Propelled by the assumption of an emerging Philippine English variety, this paper determined the grammatical features that characterize the digital native-immigrants’ Philippine English. It also ascertained whether mistake or deviation instigated the use of the features, and established this variety’s level of comprehensibility. This exploratory mixed-methods inquiry employed some qualitative and quantitative data drawn from a social networking site, the digital native-immigrant group, and the comprehensibility-raters who were selected through non-random purposive sampling. The study yields 8 grammatical features, mostly deemed results of deviation, yet the texts characterized by such features were mostly rated with excellent comprehensibility. This substantiates some of the grammatical features identified in earlier studies, provides evidentiary proof that the digital groups’ Philippine English is not bound by the standard of syntactic accuracy and corroborates the assertion on language’s manipulability as an instrument fashioned to satisfy the users’ need for successful communication in actual instances for use of English past the walls of any university where the variety is cultivated. The same could also be rationalized by some respondents’ position on grammar and accuracy to be less vital than one’s facility to communicate effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehensibility" title="comprehensibility">comprehensibility</a>, <a href="https://publications.waset.org/abstracts/search?q=deviation" title=" deviation"> deviation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20immigrants" title=" digital immigrants"> digital immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20natives" title=" digital natives"> digital natives</a>, <a href="https://publications.waset.org/abstracts/search?q=mistake" title=" mistake"> mistake</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippine%20English%20variety" title=" Philippine English variety"> Philippine English variety</a> </p> <a href="https://publications.waset.org/abstracts/90970/philippine-english-an-exploratory-mixed-methods-inquiry-on-digital-immigrants-and-digital-natives-variety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90970.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">161</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">1732</span> The Effects of English Contractions on the Application of Syntactic Theories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wakkai%20Hosanna%20Hussaini">Wakkai Hosanna Hussaini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A formal structure of the English clause is composed of at least two elements – subject and verb, in structural grammar and at least one element – predicate, in systemic (functional) and generative grammars. Each of the elements can be represented by a word or group (of words). In modern English structure, very often speakers merge two words as one with the use of an apostrophe. Each of the two words can come from different elements or belong to the same element. In either case, result of the merger is called contraction. Although contractions constitute a part of modern English structure, they are considered informal in nature (more frequently used in spoken than written English) that is why they were initially viewed as constituting an evidence of language deterioration. To our knowledge, no formal syntactic theory yet has been particular on the contractions because of its deviation from the formal rules of syntax that seek to identify the elements that form a clause in English. The inconsistency between the formal rules and a contraction is established when two words representing two elements in a non-contraction are merged as one element to form a contraction. Thus the paper presents the various syntactic issues as effects arising from converting non-contracted to contracted forms. It categorizes English contractions and describes each category according to its syntactic relations (position and relationship) and morphological formation (form and content) as integral part of modern structure of English. This is a position paper as such the methodology is observational, descriptive and explanatory/analytical based on existing related literature. The inventory of English contractions contained in books on syntax forms the data from where specific examples are drawn. It is noted as conclusion that the existing syntactic theories were not originally established to account for English contractions. The paper, when published, will further expose the inadequacies of the existing syntactic theories by giving more reasons for the establishment of a more comprehensive syntactic theory for analyzing English clause/sentence structure involving contractions. The method used reveals the extent of the inadequacies in applying the three major syntactic theories: structural, systemic (functional) and generative, on the English contractions. Although no theory is without scope, shying away from the three major theories from recognizing the English contractions need to be broken because of the increasing popularity of its use in modern English structure. The paper, therefore, recommends that as use of contraction gains more popular even in formal speeches today, there is need to establish a syntactic theory to handle its patterns of syntactic relations and morphological formation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=application" title="application">application</a>, <a href="https://publications.waset.org/abstracts/search?q=effects" title=" effects"> effects</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20contractions" title=" English contractions"> English contractions</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20theories" title=" syntactic theories"> syntactic theories</a> </p> <a href="https://publications.waset.org/abstracts/78512/the-effects-of-english-contractions-on-the-application-of-syntactic-theories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78512.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">269</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">1731</span> The Implications in the Use of English as the Medium of Instruction in Business Management Courses at Vavuniya Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeyaseelan%20Gnanaseelan">Jeyaseelan Gnanaseelan</a>, <a href="https://publications.waset.org/abstracts/search?q=Subajana%20Jeyaseelan"> Subajana Jeyaseelan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper avails, in a systemic form, some of the results of the investigation into nature, functions, problems, and implications in the use of English as the medium of Instruction (EMI) in the Business Management courses at Vavuniya Campus of the University of Jaffna, located in the conflict-affected northern part of Sri Lanka. It is a case study of the responses of the students and the teachers from Tamil and Sinhala language communities of the Faculty of Business Studies. This paper analyzes the perceptions on the use of the medium, the EMI background, resources available and accessible, language abilities of the teachers and learners, learning style and pedagogy, the EMI methodology, the socio-economic and socio-political contexts typical of a non-native English learning context. The analysis is quantitative and qualitative. It finds out the functional perspective of the EMI in Sri Lanka and suggests practical strategies of contextualization and acculturation in the EMI organization and positions. The paper assesses the learner and teacher capacity in the use of English. The ethnic conflict and linguistic politics in Sri Lanka have contributed multiple factors to the current use of English as the medium. It has conflicted with its domestic realities and the globalization trends of the world at large which determines efficiency and effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title="medium of instruction">medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20management" title=" business management"> business management</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/104021/the-implications-in-the-use-of-english-as-the-medium-of-instruction-in-business-management-courses-at-vavuniya-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104021.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">127</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">1730</span> Bilingual Gaming Kit to Teach English Language through Collaborative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarayu%20Agarwal">Sarayu Agarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to teach English (secondary language) by bridging the understanding between the Regional language (primary language) and the English Language (secondary language). Here primary language is the one a person has learned from birth or within the critical period, while secondary language would be any other language one learns or speaks. The paper also focuses on evolving old teaching methods to a contemporary participatory model of learning and teaching. Pilot studies were conducted to gauge an understanding of student’s knowledge of the English language. Teachers and students were interviewed and their academic curriculum was assessed as a part of the initial study. Extensive literature study and design thinking principles were used to devise a solution to the problem. The objective is met using a holistic learning kit/card game to teach children word recognition, word pronunciation, word spelling and writing words. Implication of the paper is a noticeable improvement in the understanding and grasping of English language. With increasing usage and applicability of English as a second language (ESL) world over, the paper becomes relevant due to its easy replicability to any other primary or secondary language. Future scope of this paper would be transforming the idea of participatory learning into self-regulated learning methods. With the upcoming govt. learning centres in rural areas and provision of smart devices such as tablets, the development of the card games into digital applications seems very feasible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary-building%20card%20games" title=" vocabulary-building card games"> vocabulary-building card games</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20through%20gamification" title=" learning through gamification"> learning through gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20education" title=" rural education"> rural education</a> </p> <a href="https://publications.waset.org/abstracts/40222/bilingual-gaming-kit-to-teach-english-language-through-collaborative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40222.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">247</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">1729</span> Thinking for Writing: Evidence of Language Transfer in Chinese ESL Learners’ Written Narratives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nan%20Yang">Nan Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hye%20Pae"> Hye Pae</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a second language (ESL) learners are often observed to have transferred traits of their first languages (L1) and habits of using their L1s to their use of English (second language, L2), and this phenomenon is coined as language transfer. In addition to the transfer of linguistic features (e.g., grammar, vocabulary, etc.), which are relatively easy to observe and quantify, many cross-cultural theorists emphasized on a much subtle and fundamental transfer existing on a higher conceptual level that is referred to as conceptual transfer. Although a growing body of literature in linguistics has demonstrated evidence of L1 transfer in various discourse genres, very limited studies address the underlying conceptual transfer that is happening along with the language transfer, especially with the extended form of spontaneous discourses such as personal narrative. To address this issue, this study situates itself in the context of Chinese ESL learners’ written narratives, examines evidence of L1 conceptual transfer in comparison with native English speakers’ narratives, and provides discussion from the perspective of the conceptual transfer. It is hypothesized that Chinese ESL learners’ English narrative strategies are heavily influenced by the strategies that they use in Chinese as a result of the conceptual transfer. Understanding language transfer cognitively is of great significance in the realm of SLA, as it helps address challenges that ESL learners around the world are facing; allow native English speakers to develop a better understanding about how and why learners’ English is different; and also shed light in ESL pedagogy by providing linguistic and cultural expectations in native English-speaking countries. To achieve the goals, 40 college students were recruited (20 Chinese ESL learners and 20 native English speakers) in the United States, and their written narratives on the prompt 'The most frightening experience' were collected for quantitative discourse analysis. 40 written narratives (20 in Chinese and 20 in English) were collected from Chinese ESL learners, and 20 written narratives were collected from native English speakers. All written narratives were coded according to the coding scheme developed by the authors prior to data collection. Statistical descriptive analyses were conducted, and the preliminary results revealed that native English speakers included more narrative elements such as events and explicit evaluation comparing to Chinese ESL students’ both English and Chinese writings; the English group also utilized more evaluation device (i.e., physical state expressions, indirectly reported speeches, delineation) than Chinese ESL students’ both English and Chinese writings. It was also observed that Chinese ESL students included more orientation elements (i.e., the introduction of time/place, the introduction of character) in their Chinese and English writings than the native English-speaking participants. The findings suggest that a similar narrative strategy was observed in Chinese ESL learners’ Chinese narratives and English narratives, which is considered as the evidence of conceptual transfer from Chinese (L1) to English (L2). The results also indicate that distinct narrative strategies were used by Chinese ESL learners and native English speakers as a result of cross-cultural differences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20ESL%20learners" title="Chinese ESL learners">Chinese ESL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20transfer" title=" language transfer"> language transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking-for-speaking" title=" thinking-for-speaking"> thinking-for-speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20narratives" title=" written narratives"> written narratives</a> </p> <a href="https://publications.waset.org/abstracts/131029/thinking-for-writing-evidence-of-language-transfer-in-chinese-esl-learners-written-narratives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131029.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">118</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">1728</span> Enhancing Children’s English Vocabulary Acquisition through Digital Storytelling at Happy Kids Kindergarten, Palembang, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gaya%20Tridinanti">Gaya Tridinanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Enhanching English vocabulary in early childhood is the main problem often faced by teachers. Thus, the purpose of this study was to determine the enhancement of children’s English vocabulary acquisition by using digital storytelling. This type of research was an action research. It consisted of a series of four activities done in repeated cycles: planning, implementation, observation, and reflection. The subject of the study consisted of 30 students of B group (5-6 years old) attending Happy Kids Kindergarten Palembang, Indonesia. This research was conducted in three cycles. The methods used for data collection were observation and documentation. Descriptive qualitative and quantitative methods were also used to analyse the data. The research showed that the digital storytelling learning activities could enhance the children’s English vocabulary acquisition. It is based on the data in which the enhancement in pre-cycle was 37% and 51% in Cycle I. In Cycle II it was 71% and in Cycle III it was 89.3%. The results showed an enhancement of about 14% from the pre-cycle to Cycle I, 20% from Cycle I to Cycle II, and enhancement of about 18.3% from Cycle II to Cycle III. The conclusion of this study suggests that digital storytelling learning method could enhance the English vocabulary acquisition of B group children at the Happy Kids Kindergarten Palembang. Therefore, digital storytelling can be considered as an alternative to improve English language learning in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=enhancing" title=" enhancing"> enhancing</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20storytelling" title=" digital storytelling"> digital storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20vocabulary" title=" English vocabulary"> English vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/70037/enhancing-childrens-english-vocabulary-acquisition-through-digital-storytelling-at-happy-kids-kindergarten-palembang-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70037.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">257</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">1727</span> Examining the Effect of Online English Lessons on Nursery School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hidehiro%20Endo">Hidehiro Endo</a>, <a href="https://publications.waset.org/abstracts/search?q=Taizo%20Shigemichi"> Taizo Shigemichi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction & Objectives: In 2008, the revised course of study for elementary schools was published by MEXT, and from the beginning of the academic year of 2011-2012, foreign language activities (English lessons) became mandatory for 5th and 6th graders in Japanese elementary schools. Foreign language activities are currently offered once a week for approximately 50 minutes by elementary school teachers, assistant language teachers who are native speakers of English, volunteers, among others, with the purpose of helping children become accustomed to functional English. However, the new policy has disclosed a myriad of issues in conducting foreign language activities since the majority of the current elementary school teachers has neither English teaching experience nor English proficiency. Nevertheless, converting foreign language activities into English, as a subject in Japanese elementary schools (for 5th and 6th graders) from 2020 is what MEXT currently envisages with the purpose of reforming English education in Japan. According to their new proposal, foreign language activities will be mandatory for 3rd and 4th graders from 2020. Consequently, gaining better access to English learning opportunities becomes one of the primary concerns even in early childhood education. Thus, in this project, we aim to explore some nursery schools’ attempts at providing toddlers with online English lessons via Skype. The main purpose of this project is to look deeply into what roles online English lessons in the nursery schools play in guiding nursery school children to enjoy learning the English language as well as to acquire English communication skills. Research Methods: Setting; The main research site is a nursery school located in the northern part of Japan. The nursery school has been offering a 20-minute online English lesson via Skype twice a week to 7 toddlers since September 2015. The teacher of the online English lessons is a male person who lives in the Philippines. Fieldwork & Data; We have just begun collecting data by attending the Skype English lessons. Direct observations are the principal components of the fieldwork. By closely observing how the toddlers respond to what the teacher does via Skype, we examine what components stimulate the toddlers to pay attention to the English lessons. Preliminary Findings & Expected Outcomes: Although both data collection and analysis are ongoing, we found that the online English teacher remembers the first name of each toddler and calls them by their first name via Skype, a technique that is crucial in motivating the toddlers to actively participate in the lessons. In addition, when the teacher asks the toddlers the name of a plastic object such as grapes in English, the toddlers tend to respond to the teacher in Japanese. Accordingly, the effective use of Japanese in teaching English for nursery school children need to be further examined. The anticipated results of this project are an increased recognition of the significance of creating English language learning opportunities for nursery school children and a significant contribution to the field of early childhood education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20children" title="teaching children">teaching children</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20education" title=" English education"> English education</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=nursery%20school" title=" nursery school"> nursery school</a> </p> <a href="https://publications.waset.org/abstracts/43821/examining-the-effect-of-online-english-lessons-on-nursery-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43821.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">329</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">1726</span> The Role of Reading Self-Efficacy and Perception of Difficulty in English Reading among Chinese ESL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Chan">Kevin Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20K.%20H.%20Chung"> Kevin K. H. Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Patcy%20P.%20S.%20Yeung"> Patcy P. S. Yeung</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20L.%20Ip"> H. L. Ip</a>, <a href="https://publications.waset.org/abstracts/search?q=Bill%20T.%20C.%20Chung"> Bill T. C. Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20M.%20K.%20Chung"> Karen M. K. Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Recent evidence shows that reading self-efficacy and students perceived difficulty in reading are significantly associated with word reading and reading fluency. However, little is known about these relationships among students learning to read English as a second language, particularly in Chinese students. This study examined the contributions of reading self-efficacy, perception of difficulty in reading, and cognitive-linguistic skills to performance on English word reading and reading fluency in Chinese students. Method: A sample of 122 second-and third-grade students in Hong Kong, China, participated in this study. Students completed the measures of reading self-efficacy and perception of difficulty in reading. They were assessed on their English cognitive-linguistic and reading skills: rapid automatized naming, nonword reading, phonological awareness, word reading, and one-minute word reading. Results: Results of path analysis indicated that when students’ grades were controlled, reading self-efficacy was a significant correlate of word reading and reading fluency, whereas perception of difficulty in reading negatively predicted word reading. Conclusion: These findings underscore the importance of taking students’ reading self-efficacy and perception of difficulty in reading and their cognitive-linguistic skills into consideration when designing reading intervention and instructions for students learning English as a second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20difficulty%20in%20reading" title=" perception of difficulty in reading"> perception of difficulty in reading</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20as%20a%20second%20language" title=" english as a second language"> english as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20reading" title=" word reading"> word reading</a> </p> <a href="https://publications.waset.org/abstracts/144471/the-role-of-reading-self-efficacy-and-perception-of-difficulty-in-english-reading-among-chinese-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144471.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">189</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">1725</span> Unraveling Language Contact through Syntactic Dynamics of ‘Also’ in Hong Kong and Britain English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xu%20Zhang">Xu Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article unveils an indicator of language contact between English and Cantonese in one of the Outer Circle Englishes, Hong Kong (HK) English, through an empirical investigation into 1000 tokens from the Global Web-based English (GloWbE) corpus, employing frequency analysis and logistic regression analysis. It is perceived that Cantonese and general Chinese are contextually marked by an integral underlying thinking pattern. Chinese speakers exhibit a reliance on semantic context over syntactic rules and lexical forms. This linguistic trait carries over to their use of English, affording greater flexibility to formal elements in constructing English sentences. The study focuses on the syntactic positioning of the focusing subjunct ‘also’, a linguistic element used to add new or contrasting prominence to specific sentence constituents. The English language generally allows flexibility in the relative position of 'also’, while there is a preference for close marking relationships. This article shifts attention to Hong Kong, where Cantonese and English converge, and 'also' finds counterparts in Cantonese ‘jaa’ and Mandarin ‘ye’. Employing a corpus-based data-driven method, we investigate the syntactic position of 'also' in both HK and GB English. The study aims to ascertain whether HK English exhibits a greater 'syntactic freedom,' allowing for a more distant marking relationship with 'also' compared to GB English. The analysis involves a random extraction of 500 samples from both HK and GB English from the GloWbE corpus, forming a dataset (N=1000). Exclusions are made for cases where 'also' functions as an additive conjunct or serves as a copulative adverb, as well as sentences lacking sufficient indication that 'also' functions as a focusing particle. The final dataset comprises 820 tokens, with 416 for GB and 404 for HK, annotated according to the focused constituent and the relative position of ‘also’. Frequency analysis reveals significant differences in the relative position of 'also' and marking relationships between HK and GB English. Regression analysis indicates a preference in HK English for a distant marking relationship between 'also' and its focused constituent. Notably, the subject and other constituents emerge as significant predictors of a distant position for 'also.' Together, these findings underscore the nuanced linguistic dynamics in HK English and contribute to our understanding of language contact. It suggests that future pedagogical practice should consider incorporating the syntactic variation within English varieties, facilitating leaners’ effective communication in diverse English-speaking environments and enhancing their intercultural communication competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=also" title="also">also</a>, <a href="https://publications.waset.org/abstracts/search?q=Cantonese" title=" Cantonese"> Cantonese</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=focus%20marker" title=" focus marker"> focus marker</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency%20analysis" title=" frequency analysis"> frequency analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20contact" title=" language contact"> language contact</a>, <a href="https://publications.waset.org/abstracts/search?q=logistic%20regression%20analysis" title=" logistic regression analysis"> logistic regression analysis</a> </p> <a href="https://publications.waset.org/abstracts/182052/unraveling-language-contact-through-syntactic-dynamics-of-also-in-hong-kong-and-britain-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182052.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">56</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">1724</span> A Contrastive Study of Affixation in Ipe and Yoruba Languages: Implications for English Language Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tosin%20Samson%20Olagunju">Tosin Samson Olagunju</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a contrastive study of affixation in Ipe and Yoruba Languages with the aim of looking at the implications for English pedagogy. This study, with the use of Hocket's Theory of Item and Arrangement and Word and Paradigm (as expatiated by Crystal), examines the aspect of affixation in Ipe and Yoruba Languages with the help of contrastive analysis which provides a basis for contrasting the morphological patterns of two different indigenous languages. It examines four affixes: prefix, infix, interfix, and suffix with numerous examples in the languages under investigation. The study is corpus based as it depends primarily on the words available in the lexicon of the languages under examination. Data were elicited from both monolingual and bilingual native-speakers of Ipe Language and Yoruba Language in Ipe-Akoko and Oyo respectively. Ibadan 400-wordlist was utilised as a tool for collecting data from informants who are between age fifty and seventy through audio recording as it is believed that they are the custodians of culture and tradition. Consequently, the study reveals that Ipe and Yoruba morphology have affixation such as prefix, interfix, and suffix. It also finds out that 'infix' is an unproductive aspect in English, Ipe, and Yoruba; although a few examples are in English. Interfix is very productive in Ipe and Yoruba but not in English at all. Phonologically, it is discovered that Ipe language has the two dental fricative consonants just like the English language, i.e., /Ɵ/ and /ð/. This is rare among the indigenous languages in Nigeria. This research believes that in the teaching of English consonants to the people of Ipe-Akoko, such areas will be taught with ease. The study concludes that morphological processes of Nigerian indigenous languages are studied the more so that they will not face endangerment which can lead to extinction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affixation" title="affixation">affixation</a>, <a href="https://publications.waset.org/abstracts/search?q=contrastive%20study" title=" contrastive study"> contrastive study</a>, <a href="https://publications.waset.org/abstracts/search?q=Ipe" title=" Ipe"> Ipe</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba" title=" Yoruba"> Yoruba</a> </p> <a href="https://publications.waset.org/abstracts/101152/a-contrastive-study-of-affixation-in-ipe-and-yoruba-languages-implications-for-english-language-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101152.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">298</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">1723</span> The Impact of Motivation on English Language Learning: A Study of HSC Students of Jatir Janak Bangabandhu Sheikh Mujibur Rahman Government College, Dhaka, Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farina%20Yasmin">Farina Yasmin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation is an important issue in an EFL setting where very little exposure to English in everyday life is clearly evident. In Bangladesh, English is taught as a foreign language. Language teachers cannot effectively teach a language if they do not understand the relationship between motivation and its effect on foreign language learning. The main purpose of this research is to explore the fact why HSC students are less motivated towards English language learning, what factors are affecting motivation, how to motivate them and the role of motivation in their success. The research questions were (a) what are the reasons of lack of motivation? and (b) what are the impacts of motivation on English language learning? The study was both qualitative and quantitative in nature. The data was collected via pretest - posttest, interviews, and a questionnaire on the five point Likert scale. Triangulation of the data was made for the validity of the research. The population of this research consisted of 50 HSC level students from Jatir Janak Bangabandhu Sheikh Mujibur Rahman Government College, Dhaka, Bangladesh. The data was analyzed with means, comparison and t-test. The results showed that there is a strong relation between motivation and success in foreign language learning. Finally, some pedagogical implications and suggestions were presented to arouse the students’ motivation to learn English. <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=HSC" title=" HSC"> HSC</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=success" title=" success"> success</a> </p> <a href="https://publications.waset.org/abstracts/56594/the-impact-of-motivation-on-english-language-learning-a-study-of-hsc-students-of-jatir-janak-bangabandhu-sheikh-mujibur-rahman-government-college-dhaka-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56594.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">378</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">1722</span> The Impact of Culture in Teaching English, the Case Study of Preparatory School of Sciences and Techniques</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nouzha%20Yasmina%20Soulimane-Benhabib">Nouzha Yasmina Soulimane-Benhabib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language is a medium of communication and a means of expression that is why today the learning of foreign languages especially the English language has become a basic necessity for every student who is ambitious. It is known that culture and language are inseparable and complementary, however, in the process of teaching a foreign language, teachers used to focus mainly on preparing adequate syllabi for ESP students, yet, some parameters should be considered. For instance; the culture of the target language may play an important role since students attitudes towards a foreign language enhance their learning or vice versa. The aim of this study is to analyse how culture could influence the teaching of a foreign language, we have taken the example of the English language as it is considered as the second foreign language in Algeria after French. The study is conducted at the Preparatory School of Sciences and Techniques, Tlemcen where twenty-five students participated in this research. The reasons behind learning the English language are various, and since English is the most widely-spoken language in the world, it is the language of research and education and it is used in many other fields, we have to take into consideration one important factor which is the social distance between the culture of the Algerian learner and the culture of the target language, this gap may lead to a culture shock. Two steps are followed in this research: The first one is to collect data from those students who are studying at the Preparatory School under the form of questionnaire and an interview is submitted to six of them in order to reinforce our research and get effective and precise results, and the second step is to analyse these data taking into consideration the diversity of the learners within this institution. The results obtained show that learners’ attitudes towards the English community and culture are mixed and it may influence their curiosity and attention to learn. Despite of big variance between Algerian and European cultures, some of the students focused mainly on the benefits of the English language since they need it in their studies, research and a future carrier, however, the others manifest their reluctance towards this language and this is mainly due to the profound impact of the English culture which is different from the Algerian one. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Algeria" title="Algeria">Algeria</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a> </p> <a href="https://publications.waset.org/abstracts/49806/the-impact-of-culture-in-teaching-english-the-case-study-of-preparatory-school-of-sciences-and-techniques" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49806.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">388</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">1721</span> The Decline of Verb-Second in the History of English: Combining Historical and Theoretical Explanations for Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sophie%20Whittle">Sophie Whittle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prior to present day, English syntax historically exhibited an inconsistent verb-second (V2) rule, which saw the verb move to the second position in the sentence following the fronting of a type of phrase. There was a high amount of variation throughout the history of English with regard to the ordering of subject and verb, and many explanations attempting to account for this variation have been documented in previous literature. However, these attempts have been contradictory, with many accounts positing the effect of previous syntactic changes as the main motivations behind the decline of V2. For instance, morphosyntactic changes, such as the loss of clitics and the loss of empty expletives, have been loosely connected to changes in frequency for the loss of V2. The questions surrounding the development of non-V2 in English have, therefore, yet to be answered. The current paper aims to bring together a number of explanations from different linguistic fields to determine the factors driving the changes in English V2. Using historical corpus-based methods, the study analyses both quantitatively and qualitatively the changes in frequency for the history of V2 in the Old, Middle, and Modern English periods to account for the variation in a range of sentential environments. These methods delve into the study of information structure, prosody and language contact to explain variation within different contexts. The analysis concludes that these factors, in addition to changes within the syntax, are responsible for the position of verb movement. The loss of V2 serves as an exemplar study within the field of historical linguistics, which combines a number of factors in explaining language change in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpora" title="corpora">corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20change" title=" language change"> language change</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed-methods" title=" mixed-methods"> mixed-methods</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=verb-second" title=" verb-second"> verb-second</a> </p> <a href="https://publications.waset.org/abstracts/130050/the-decline-of-verb-second-in-the-history-of-english-combining-historical-and-theoretical-explanations-for-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130050.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">135</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">1720</span> Using Synonymy in Translation of Hemingway’s 'A Farewell to Arms' from English into Albanian </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miranda%20Enesi">Miranda Enesi</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20Grillo%20Mukli"> Helena Grillo Mukli </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The English word-stock is extremely rich in synonyms which can be largely accounted for by the abundant borrowing. Translation problems encountered by translators in general are usually ‘transfer problems’. They face more difficulties in the interpretation of meaning from the source language text than lexical differences between languages. The aim of the study is to inspect the various strategies used in translating from English into Albanian specific words in the ‘A Farwell to arms’ novel. For this purpose, examples translated from English into Albanian were examined. The Albanian equivalents have shown that various strategies were used in order to overcome the problem of rendering words and expressions into the target language. Employed strategies were synonymy, modulation, transposition, calque and word for word translation. In addition, this paper shows that the strategy of translating using synonymy is mostly used. In this paper, an attempt is made to examine the nature of contextual synonymy in order to investigate its problematic nature regarding translation. Types of synonymy are analyzed and then examples from English and Albanian versions are provided to examine the overlap between them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equivalence" title="equivalence">equivalence</a>, <a href="https://publications.waset.org/abstracts/search?q=literal%20translation" title=" literal translation"> literal translation</a>, <a href="https://publications.waset.org/abstracts/search?q=paraphrasing" title=" paraphrasing"> paraphrasing</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer%20problems" title=" transfer problems"> transfer problems</a>, <a href="https://publications.waset.org/abstracts/search?q=synonymy" title=" synonymy"> synonymy</a> </p> <a href="https://publications.waset.org/abstracts/96944/using-synonymy-in-translation-of-hemingways-a-farewell-to-arms-from-english-into-albanian" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96944.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">174</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">1719</span> English Pashto Contact: Morphological Adaptation of Bilingual Compound Words in Pashto</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imran%20Ullah%20Imran">Imran Ullah Imran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language contact is a familiar concept in the present global world. Across the globe, languages get mixed up at different levels. Borrowing, code-switching are some of the means through which languages interact. This study examines Pashto-English contact at word and syllable levels. By recording the speech of 30 Pashto native speakers, selected via 'social network' sampling, the study located a number of Pashto-English compound words, which is a unique contact of its kind. In data analysis, tokens were categorized on the basis of their pattern and morphological structure. The study shows that Pashto-English Bilingual Compound words (BCWs) are very prevalent in the Pashto language. The study also found that the BCWs in Pashto are completely productive and have their own meanings. It also shows that the dominant pattern of hybrid words in Pashto is the conjugation of an independent English root word followed by a Pashto inflectional morpheme, which contributes to the core semantic content of the construction. The BCWs construction shows that how both the languages are closer to each other. Pashto-English contact results into bilingual compound and hybrid words, which forms a considerable number of tokens in the present-day spoken Pashto. On the basis of these findings, the study assumes that the same phenomenon may increase with the passage of time that would, in turn, result in the formation of more bilingual compound or hybrid words. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=code-mixing" title="code-mixing">code-mixing</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20compound%20words" title=" bilingual compound words"> bilingual compound words</a>, <a href="https://publications.waset.org/abstracts/search?q=pashto-english%20contact" title=" pashto-english contact"> pashto-english contact</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20words" title=" hybrid words"> hybrid words</a>, <a href="https://publications.waset.org/abstracts/search?q=inflectional%20lexical%20morpheme" title=" inflectional lexical morpheme"> inflectional lexical morpheme</a> </p> <a href="https://publications.waset.org/abstracts/135977/english-pashto-contact-morphological-adaptation-of-bilingual-compound-words-in-pashto" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135977.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">249</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">1718</span> A Multidimensional Analysis of English as a Medium of Instruction in Algerian Higher Education: Policy, Practices and Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imene%20Medfouni">Imene Medfouni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of postcolonial Algeria, language policy, language planning as well as language attitudes have recently stirred up contested debates in higher education system. This linguistic and politically-oriented conflict have constantly created a complex environment for learning. In the light of this observation, English language situates itself at the core of this debate with respects to its international status and potential influences. This presentation is based on ongoing research that aims to gain a better understanding of the introduction of English as a medium of instruction (EMI) in a postcolonial context, marked by multilingualism and language conflict. This research offers interesting insights to critically explore EMI from different perspectives: policy, practices, and attitudes. By means of methodological triangulation, this research integrates a mixed approach, whereby the sources of data triangulation will be elicited from the following methods: classroom observations, document analysis, focus groups, questionnaires and interviews. Preliminary findings suggest that English language might not replace French status in Algerian universities because of the latter strong presence and diffusion within Algerian linguistic landscape. <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%20as%20a%20medium%20of%20instruction" title=" English as a medium of instruction"> English as a medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy%20and%20planning" title=" language policy and planning"> language policy and planning</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=postcolonial%20contexts" title=" postcolonial contexts"> postcolonial contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=World%20Englishes" title=" World Englishes"> World Englishes</a> </p> <a href="https://publications.waset.org/abstracts/70102/a-multidimensional-analysis-of-english-as-a-medium-of-instruction-in-algerian-higher-education-policy-practices-and-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70102.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">258</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Yemeni%20English&page=7" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Yemeni%20English&page=1">1</a></li> <li class="page-item"><a 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