CEEOL - Browse Subjects Result

We kindly inform you that, as long as the subject affiliation of our 300.000+ articles is in progress, you might get unsufficient or no results on your third level or second level search. In this case, please broaden your search criteria.

(RE)CLAIMING ENGLISH LANGUAGE TODAY

Author(s): Nadežda M. Stojković / Language(s): English Issue: 26/2019

In the huge and most diverse discussion on the influence of the English language as a second, international, or bridge language, there are distinctive voices drawing attention to the fact that this language as nowadays so widely used in innumerable contexts, is no longer ‘owned’ by the community of speakers to whom it is mother language, those primarily of the countries from where English language originates. Moreover, the number of people speaking, or rather using English language today either as their second or foreign language, by far outnumbers people to whom it is native. Situation being such, it is further claimed the concept of ‘standard English’ reflects inherent inequality stance, for if it belongs to everyone speaking it, then insisting on the supremacy on only one of its variants means placing all those speakers of it in a subdued position, and this possibly being yet another facet of English an agent of neocolonialism and globalization (Pennycook 1998, Phillipson 1992). The spread of the English language has been much investigated as oppressive to the formation and expression of personal and collective identities, degrading national languages and through globalization diminishing the impact of local cultures (Bhaba 1990), that it challenges cultures and discourses, being the impetus for continuous re-codification and re-colonisation (Foucault 1980).

More...

(Re)produkcija nejednakosti u školskom sustavu? Uporedba injojezičnih kurikularnih koncepcija u praksi i zakonskim normativima Hrvatske i Austrije

Author(s): Dijana Gnasmüller / Language(s): Croatian Issue: 17/2021

In Croatia‘s and Austria’s educational systems, plurilingual students have long had the status of a priority group, and thus give us the impression of readiness in facing the "problem" of dynamics of society as the greatest challenge of all – whether as national minorities or students who, as refugees in accompanied or without parents, come to one of these countries in search of a better life. In both countries, concepts have been developed and laws aimed at integrating plurilingual children into regular classes as soon as possible, encouraging them to learn the language of the majority population first, while neglecting their backgrounds and the potential they carry. By reviewing and comparing concepts, laws, and regulations that deal with all aspects of the phenomenon of plurilingualism – from the structure and manner of distribution of plurilingual children in classrooms, through the training of teachers who teach them, to the image of them in society, the paper will try to answer the question to what extent these states are ready for the multi- and plurilingual reality that surrounds us.

More...

,,Kurzarbeit, in varianta romaneasca" - Zur Ubertratung des Fachbegriffes Kurzarbeit aus dem Deutschen ins Rumanische

Author(s): Maria Parasca / Language(s): German Issue: 1/2020

This paper proposes an analysis of the ways in which the German concept Kurzarbeit was taken over in the Romanian language. The analysis started from twenty-five translation options of the term Kurzarbeit into Romanian. As this concept has not been in the Romanian language so far, its entry into Romanian was a challenge, from the conceptual point of view as well as from the perspective of the translation of the term from German into Romanian.

More...

18. Yüzyılda Gürcistan’da Derlenen Gürcüce-Türkçe Okuma Kitabı

Author(s): Sergi Cikia,İlyas Üstünyer / Language(s): Turkish Issue: 72/2021

This article focuses on the introduction of the Georgian-Turkish Reader that was compiled in Georgia in the 18th century for teaching students Turkish and looks at how it explains Turkish pronunciation and words in Georgian. We also examined Georgian sources referring to this manuscript using comparative and historical linguistics and compared our findings. Judging by the use of Greek letters in the text, we estimate that Ioakime Protosingelos, who had immigrated to Georgia from [Southern] Cyprus and settled down in the city of Vardzia, had probably written it. Our findings revealed that it was, rather, written in the Georgian Mkhedruli alphabet somewhere between 1780 and 1790. In addition, we discovered that the author had devised a clever system to phonetically transcribe the Turkish vocabulary into Georgian. Our findings should shed light on the relationship between Turkish and Georgian as languages, and the history of Turkish being taught in Georgia.

More...

4;0-6;0 Yaş (48-72 Aylar) Arasındaki Çocukların Ad-Eylem Kullanımları

Author(s): Gülsün Seda Gökmen / Language(s): Turkish Issue: 137/2007

Within the language acquisition researches, the main focusing subject is searching the dominant usage of word category among acquisition and usage. In the findings through the researches, it takes part that noun spurt phenomenon does not have the same validity within the all databases and all languages. This study is based on the natural speech context of the 4-6 years old children groups. Also this is study is dealed with whether there is the noun bias in noun usage of children who acquired Turkish and are in later period. The most important finding of this study is determining that there is the dominance of verb usage rather than noun category which is also valid for either in three age groups. Additionally, it was found that the higher usage ratio of the verb type is the event category.

More...

6. SINIF TÜRKÇE DERS KİTAPLARINDA YER ALAN DRAMATİK ETKİNLİKLERİN İNCELENMESİ

Author(s): Buket Dilek / Language(s): Turkish Issue: 43/2019

The aim of this study is to search the activities in Turkish language coursebooks about creative drama in Turkish language’s basic skills called reading, speaking, writing and listening. The search was carried out Turkish language teachers’ guidebooks and coursebooks between 2006-2018 which was published by Ministry of Education after the curriculum in 2005. In this study, document analysis used. Findings show that in 6th class Turkish language courses, all the dramatic activities prepared by creative drama utilized totally 10,1%. According to the findings, the most used tecnique is dramatization but the less used are gossip circle, drawing picture together and station. Also there’s no sample of telephone tecnique, forum theatre, photo frame, dull image, hall of consciousness and inner sound tecniques in the activities. This search was prepared as a guide for the writers of Turkish language course books and the other researchers.

More...

60-72 Aylık Çocukların Konuşma Becerilerinin İncelenmesi

Author(s): Begümhan Yüksel / Language(s): Turkish,English Issue: 1/2021

The aim of the study is to determine the speaking skill levels of children between the ages of 60-72 months. The research group of the study consists of 60 children between 60-72 months in the city center of Antalya. Data were collected using the "Speaking Skills Assessment Scale". For this, the children were watched a short cartoon movie, and then they were asked to describe what they had watched in their own words. The data of the research were obtained by analyzing the conversations acquired from these interviews. Speeches were evaluated in terms of pronunciation, fluency and language competency. According to the findings, it was determined that the speaking skills of the participant children were at a medium level in terms of pronunciation and fluency, and a lower level in terms of language competency. According to the other results obtained from the research pronunciation skill level fluency and fluency level also predict language competency. While girls are more successful than boys in terms of their pronunciation, there is no difference between them in terms of fluency and language proficiency. In addition, the six-month age difference is not a variable that makes a difference in terms of pronunciation, fluency and language consistency. Based on these results, it is recommended to conduct studies in other age groups and with different tools.

More...

A case study on the role of project-based learning in improving university students’ speaking skills: From theory to practice

Author(s): Nguyen Thi Tu Trinh,Elena Schmitt / Language(s): English Issue: 1/2020

The aims of this paper are twofold: (1) to study the application of project-based learning ten-step process framework suggested by Alan and Stoller (2005) to boost English speaking ability of undergraduate students at the University of Da Nang, and (2) to investigate the levels of undergraduate students’ satisfaction. The subjects were 24 final year undergraduate engineering students at the university of Da Nang during the first semester of the 2019/2020 academic year. The instruments used in this experiment included lesson plans, a project evaluation form, a student’s self-assessment form, a satisfaction questionnaire and interviews

More...

A Comparative Macrostructural Analysis of Narrative Discourse in Children with Typical Language Development and Children with Developmental Language Disorder

Author(s): Jelena Kuvač Kraljević,Gordana Hržica,Ivana Vdović Gorup / Language(s): English Issue: 3/2020

The aim of this study is to compare the narrative ability of children with developmental language disorder (DLD) and children with typical language development (TLD) using new material for narrative assessment – the Multilingual Assessment Instrument for Narratives (MAIN). Twenty children with DLD and twenty with TLD, mean age 6.6 years, all monolingual speakers of Croatian, participated in the study. Results demonstrated that children with TLD outperform children with DLD at the macrostructure level in both conditions – story generation and retelling. In addition, the type of elicitation was shown to have an impact on narrative production.

More...

A comparative study of form-focused and communicative methods of language teaching in ESP courses

Author(s): Amin Karimnia,Mahmood Khosravani / Language(s): English Issue: 12/2018

The purpose of this study was to compare the effectiveness of the use of communicative methods and form-focused methods as implemented in English for Specific Purposes (ESP) courses. To accomplish this, two groups of management students were selected for the study. Each group consisted of 30 participants. Their level of proficiency in English and their subject matter knowledge were tested through a sample of IELTS and a pre-test. The two groups were at the same level of proficiency in both general English and English for Students of Management before receiving treatment in 20 sessions within a period of 75 days. Participants in Group A received a form-focused method with some occasional uses of their L1. In Group B, however, the participants were exposed to a communicative ESP course which exclusively relied on English the L2. After the period of treatment, the two groups were examined via a post-test. Results showed that Group B was more successful in the post-test. Moreover, the learners who were proficient in English and the subject matter achieved more from the communicative methods of language teaching in the ESP course. Findings imply that the nature of the subject matter, or whether it is theoretical or applied, could be a factor in deciding a method of language teaching for ESP courses.

More...

A comparison of factors affecting Estonian EFL learners’ idiom comprehension

Author(s): Rita Anita Forssten / Language(s): English Issue: 15/2019

The article discusses a study examining the facilitating effect that analysability (i.e. the degree of transparency) and similarity between English and Estonian equivalents have on Estonian EFL learners’ idiom comprehension. A group of (pre)adolescent L1 Estonian learners of English performed an idiom comprehension test, which consisted of idioms categorised into five groups on the basis of the degree of transparency (i.e. the degree to which their idiomatic meaning is inferable from the literal meanings of their constituents or from their figurativeness) and the degree of similarity to their Estonian equivalents. The results revealed that both transparency (in the form of a constituent to be taken literally) and identical L1 idioms facilitate EFL idiom comprehension nearly to the same degree, while the effect of semi-transparency (that is, figurativeness) seems to be clearly lower. However, opaque idioms with partially similar L1 equivalents appear to be even somewhat more difficult than opaque idioms without any L1–L2 similarity.

More...

A Conceptual Linguistic Approach to the Cultural and Educational Crises Generated by COVID-19

5.00 €

Preview

A Conceptual Linguistic Approach to the Cultural and Educational Crises Generated by COVID-19

Author(s): Gabriela Andrioai / Language(s): English Issue: 26/2021

The COVID-19 pandemic taught us that, while bad things can happen, it is important to remain positive and see the glass half full rather than half empty. Thus, with the help of the technological innovation, we have learnt to stay connected online and accept that we have to adapt and deal with the challenges faced because of the pandemic. The online environment has become ‘our everything’, our vital space, one without which work, communication, teaching, survival itself would not have been possible. Consequently, from the negative image projected by COVID-19 that started with social distancing we embraced a more positive perspective brought by the pandemic itself, due to the economic redirection and the changes made by whole societies fighting with or against the tide, from one extreme to another. Having all these in mind, the aim of this article is to prove that, even in such harsh times, online classroom management can still be effective in the digital era (just) as it is face- to-face. Our research intends to investigate Romanian students’ metaphorical representations of the online learning during the pandemic of COVID-19. The main focus has been to analyse the way students perceive the process of education online together with the type of interaction ‘behind the desk’, and to reveal the advantages brought by online teaching, as well as the disadvantages brought by the impossibility of creating a ‘face-to-face’ connection.

More...

A contribution to the implicit/explicit debate on grammar learning: the case of contrast connectors

Author(s): Ana Luísa Costa / Language(s): English Issue: 01 (24)/2019

In this paper, studies on language acquisition and development are seen as most relevant to grammar teaching and learning. Grammar teaching may be conceived as a process of building awareness of the language used from the earliest stages, as well as a process of scaffolding knowledge depending on later language development. In this perspective, grammar instruction (including curricular orientations) must take into account what belongs to spontaneous linguistic knowledge, and which linguistic knowledge crucially depends on the richness of discourse experiences at school. Data on the acquisition of contrast connectives in European Portuguese will support the idea that, even assuming that some innate principles rule early language acquisition, linguistic proficiency depends on language learning experiences accumulated through years of schooling. Furthermore, language development is not entirely accomplished by linguistic mastery: the ability to explain language through language may be considered a later stage of linguistic accuracy, associated with formal instruction.

More...

A Corpus Linguistics Investigation into Phrasal Verbs in British Academic Spoken English

Author(s): Fatma Kübra Durna,Okan Güneş / Language(s): English Issue: 1/2020

This current study aims to shed a new light into the usage of phrasal verbs, which are one of the most avoided multi-word constructions for English learners but widely used by native speakers of English in BASE (British Academic Spoken English). The purpose of this study is to identify which phrasal verbs are used more frequently in BASE and how the findings might be utilized in educational settings. To do this, three lexical verbs (go, come and take) combining phrasal verbs with nine adverbial particles and forming 27 phrasal verbs were analysed using 1.742.886 running words in BASE. BNC (British National Corpus) was used as the core data for selecting lexical verbs and adverbial particles by benefiting from the research of Gardner and Davies (2007). The results reveal some similarities between BNC and BASE in terms of phrasal verb usage and the paper exemplifies some ways to teach phrasal verbs in the light of the analyses.

More...

A corpus-based analysis of stance adverbials as hedges and boosters in English argumentative essays of American university students and Turkish non-native university students

Author(s): Sibel Söğüt,İlknur Keçik / Language(s): English Issue: 1/2020

This article focuses on stance adverbials as hedges and boosters employed by Turkish non-native EFL (English as a Foreign Language) and American university students in their argumentative essays. The data of this study consist of the argumentative essays of the American university students (LOCNESS corpus) and of the Turkish non-native students from the corpus of argumentative essays written by first-year Turkish students at the English Language Teaching (ELT) Department. Simple random sampling is used in order to choose 200 argumentative essays (100 from each student group) and native corpus consists of 84,851 words, whereas non-native corpus consists of 86,554 words. In order to analyze the data, both qualitative and quantitative methods are used: percentages, mean frequencies per 10,000 words and Log-likelihood results for each item are calculated and interpreted. All occurrences of stance adverbials as hedges and boosters are identified in both corpora by using a concordance program, Ant. Conc. 3.3.4. and each occurrence is analyzed in its local and wider context to distinguish stance expressions. The results of the quantitative analyses show that the frequencies and percentages of individual items in hedging and boosting devices differ in native and non-native students’ essays. Argumentative essays of students are characterized by extensive use of boosters, and less by the use of hedges. Functional uses of each adverbial are explained within their own contexts and examples from each corpus are also presented and interpreted.

More...

A critical assessment of the construct of attitude in sociolinguistics: A socio-psychological insight (Part 1)

Author(s): Krzysztof Przygoński / Language(s): English Issue: 4/2020

The present article constitutes the first part of a brief critical analysis of the research on attitude and attitude-(speech) behaviour relations. Its major aim is to show that the contribution from the socio-psychological paradigm can prove relevant and valuable when applied to sociolinguistic research on attitude and attitude-behaviour relations. The author argues that attitudinal investigations in sociolinguistics, despite their popularity and rich history, frequently suffer from a number of methodological and theoretical flaws. The author advances an argument that a reconceptualization of the construct of attitude and certain methodological principles can help refine the whole language attitudes paradigm. Specifically, it is pointed out that a cognitive/information-processing approach to attitude formation, the theory of planned behaviour and other theoretical and methodological insights discussed in this paper can prove immensely rewarding and can give a new impetus for further research.

More...

A Critical Review on the Equivocal Definition of Comprehensible Input and the Misleading Use of the Term “Acquisition”

Author(s): Hilal Peker,Onur Özkaynak / Language(s): English Issue: 1/2020

Stephen Krashen has been one of the prominent figures in the field of second language acquisition. His Input Hypothesis and Monitor Model can be considered as his most noteworthy work. Specifically, his principal proposition that emphasizes the importance of comprehensible input for language acquisition sheds light on linguistic competence. Krashen claimed that languages could be easily acquired as long as the acquirer is provided with natural bits of language. Despite the high acclaim they have received, Krashen’s ideas have also been harshly criticized by certain linguists as his claims failed to clarify certain issues related to the second language acquisition. In this respect, the authors of this paper critically review his Input Hypothesis and Monitor Model focusing on the insufficiency of the input for language acquisition, absence of an operational definition of comprehensible input, and misleading use of the term acquisition. In addition, the authors also adopt a satirical language to pinpoint the aforementioned insufficiencies and misleading components, while supporting their claims with recent empirical studies that were rarely conducted in the field.

More...

A factual comparison of foreign (English) language acquisition factors in case of “Cserey-Goga” Technological High School’s monolingual and bilingual students during the COVID-19 period

Author(s): Csilla-Ibolya Sólyom / Language(s): English Issue: 1/2021

This paper analyses the impact of online teaching on the process of foreign language – in my case English - acquisition as L2 or L3 and its factors for high school age students from two different language backgrounds. After providing a brief summary of the major language learning factors, transfer in language acquisition, and a short survey of the current Corona (COVID-19) pandemic, I examine the results of the questionnaire applied to two groups of high school students. The available data indicate that perhaps contrary to expectations the COVID-impact aspect was not the dominant element in the students’ response. I would highlight the comparison between two major groups of students: monolingual – in our case Romanian mother tongued students, and simultaneous bilingual – Hungarian mother tongued students who have already sequentially acquired the Romanian language as their first foreign language. In regards to the factors, I will briefly analyse motivation, attitude, cognitive style/personality, age, aptitude, teaching techniques and extensive use of digital media in English during the COVID-19 period. Literature suggests that those factors contribute more dominantly to second language acquisition and also present a varied dependence on behaviour towards the language, cognitive ability, and also the way they learn. I will consider the unusual circumstances presented by the COVID-19 pandemic, and attempt to define their impacting presence in second and third language acquisition processes.

More...

A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests

Author(s): Maria Villalobos-Buehner / Language(s): English Issue: 7/2021

Language teacher educators train pre-service teachers in numerous theories and pedagogical practices of language learning and language teaching. They expect that their student teachers will translate this conceptual and practical knowledge into action during their practicum. However, in the process of determining pre-service teachers’ readiness for the field experience and the profession in general, methods classes measure only their conceptual knowledge and omit looking at their student teachers’ belief system about language teaching and learning. This belief system is a strong indicator of how the students organize their knowledge for application (Borg, 2003) and may help teacher educators gauge students’ read ness in the use of new pedagogies that these pre-service teachers may not have experienced before. Using two reflective essays and a piece of authentic assessment as instruments to gather data, as well as Jürgen Habermas’s theory on cognitive interests as a framework to explore the espoused beliefs of nine pre-service language teachers at the end of a methods course, this qualitative study addressed the following questions: What levels of cognitive interests do the nine pre-service world language and ESL teachers exhibit prior to student teaching? To what extent do the students’ levels of cognitive interests change during the methods course called Teaching a Second Language? What are the most common cognitive interests regarding such areas of teaching performance, such as methodology and assessment among the participants? The results show that the nine pre-service teachers held mostly technical and some practical cognitive interests at the beginning of the semester. In the end, most of the participants held practical interests, and three out of the nine pre-service teachers held elementary emancipatory beliefs. One pedagogical recommendation is to include experiences in the training of pre-service teachers that promote emancipatory beliefs that could support teachers in their pursuit of transforming challenging social conditions while examining and adopting new pedagogies.

More...

A Língua Portuguesa nas Organizações Internacionais. Panorama Atual e Perspetivas de Futuro

Author(s): Anaísa Silva Gordino / Language(s): Portuguese Issue: 18/2019

In the age of globalisation and of multiculturalism, international organisations are a window to the world of languages in a broader sense, as they mirror many of the conflicts and of the forces brought into play in the relationships between languages and cultures on the world stage. In this article, we will present an overview of the institutions that have Portuguese as one of their official/working languages, deriving some lessons about its implementation and seeking to identify strategies for its spread, founded on the three categories of language policy and planning - status, corpus and acquisition planning. Based on different approaches in language policy and planning and on the survey of statistic data on translation and interpretation, we argue that the expansion of the Portuguese language within these institutions is a viable project, as long as the right channels are chosen, and there are clear guidelines in terms of language planning. These should make the most of the cooperation between lusophone countries and place the adoption of Portuguese under a light of complementarity towards English, the hipercentral language, as a way for strengthening the status of Portuguese as a global language.

More...