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Linguistic and Epistemology Challenges in Research Writing: An Exploratory Study of Chinese Graduate Students’ Academic Writing Experiences
Issue:
Volume 7, Issue 6, November 2019
Pages:
245-254
Received:
25 February 2019
Accepted:
2 July 2019
Published:
10 October 2019
Abstract: The purpose of this grounded theory study was to examine the difficulties faced and strategies used by Chinese graduate students with English academic writing at an American university. Eight graduate students majoring in humanities and social sciences at different stages of their graduate studies were interviewed. The interview data illustrated the types of difficulties that these students encountered and the types of coping strategies they used in the process of adapting to the requirement of specific disciplinary written discourses. Difficulties and problems varied across the curriculum and the individuals. Some common problems included insufficient linguistic knowledge, being unfamiliar with academic writing conventions and gaps in the epistemological assumptions between U.S. and China’s academia. One of the biggest gaps is lack of critical thinking skills among Chinese students and different attitudes towards verification in writing. These difficulties and problems reflect the complexity of writing as a socially constructed activity that requires necessary linguistic knowledge as well as familiarization with cultural models, i.e., ways of thinking, believing and valuing that are associated with the disciplinary discourses. The results of the study suggest that this group of Chinese graduate students had received limited training in English academic writing before they came to U.S and they brought with them to the U.S. classrooms writing experiences that at times differ from the writing conventions of the American academia and, therefore, need assistance in order to successfully adjust to the new academic environment. This study also showed that there is not enough social help for those international graduate students. For most of them, adjusting to the U.S. academic written discourse is mainly a trial-and-error process. Therefore efficient social help from the peers, professors and curriculum is needed.
Abstract: The purpose of this grounded theory study was to examine the difficulties faced and strategies used by Chinese graduate students with English academic writing at an American university. Eight graduate students majoring in humanities and social sciences at different stages of their graduate studies were interviewed. The interview data illustrated th...
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So Similar, So Different – A Corpus-driven Method of English Periphrastic Causatives
Issue:
Volume 7, Issue 6, November 2019
Pages:
263-268
Received:
8 September 2019
Accepted:
9 October 2019
Published:
23 October 2019
Abstract: With insights of Talmy’s claim of Agonist and Antagonist in his force dynamic theory, this paper explores the English periphrastic causatives “Cause” and “Make” in the FLOB corpus (The Freiburg–LOB Corpus of British English). With purpose to figure out the similarities and differences between “Cause” and “Make” with additional semantic features, we introduce the methods of colligation and semantic prosody in corpus-driven analysis to explore and illustrate the distribution of the English periphrastic causatives “Cause” and “Make”. The research results indicate that: (1) Based on the colligation of the English periphrastic causatives “Cause” and “Make”, Talmy’s claim of the distribution of Agonist and Antagonist can be revised with more details in terms of the active and passive voice. That is, the distribution of Agonist and Antagonist keeps similar with each other in the colligations of English periphrastic causatives of “Cause” and “make”. Even though the colligations of “Make” are used more often than “Cause”, the Antagonist can be foregrounded as the subject and the Agonist is backgrounded as the direct object in the active voice. Meanwhile, the Agonist is foregrounded as the subject and the Antagonist is backgrounded as the direct object or sometimes omitted in the passive voice. (2) Moreover, “Cause” and “Make” bear some differences with regard to their semantic prosody. “Cause” tends to express negative situations, whereas “Make” remains neutral in its descriptions. In a nutshell, this study of English periphrastic causatives “cause & make” falls into the complementary framework of Talmy’s theory about force and causation.
Abstract: With insights of Talmy’s claim of Agonist and Antagonist in his force dynamic theory, this paper explores the English periphrastic causatives “Cause” and “Make” in the FLOB corpus (The Freiburg–LOB Corpus of British English). With purpose to figure out the similarities and differences between “Cause” and “Make” with additional semantic features, we...
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Some Notes for Translating Vietnamese and English Sentences
Issue:
Volume 7, Issue 6, November 2019
Pages:
269-276
Received:
10 August 2019
Accepted:
5 September 2019
Published:
25 October 2019
Abstract: The paper is about how to identify the attributes closely related to the two notions named Subject and Đề, the latter including the Topic and the Range Topic, as well as to find out how to translate the Vietnamese sentences the basic structure of which is the Topic-Comment structure into the English sentences the basic structure of which is the Subject-Predicate structure. The paper starts with a selected Vietnamese declarative which in its typical Topic-Comment structure with a succession of three Range Topics in the initial position in order to show the time and space in which whatever presented in the Comment occurs. The paper then presents, one after another, the two suggested translated versions in English: the former requires a Subject which doubles as Topic, which is ‘you’ in this case, in order to play the semantic role of “the Actor”; the latter is an inverted sentence in English, which is definitely equivalent in sense and better reflects the very Topic-Comment structure as well. Considerable attention has been paid to the distinction between the Topic and the Range Topic in the Vietnamese sentences in question. Such a distinction is crucial not only to widely perceiving what is called “meaning” but also to producing well-formed translated versions, either from English into Vietnamese or vice versa. After the theoretical points that are based basically on Functional Grammar are some notes for translating Vietnamese and English sentences. Hopefully, this contributes to drawing the attention of those who have practiced translating, and hopefully professional translators as well, to sophisticated issues in translation, both from and into the English language, which is part of the whole process of language learning.
Abstract: The paper is about how to identify the attributes closely related to the two notions named Subject and Đề, the latter including the Topic and the Range Topic, as well as to find out how to translate the Vietnamese sentences the basic structure of which is the Topic-Comment structure into the English sentences the basic structure of which is the Sub...
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Rhetorical Strategies in Political Texts of "Indo-pacific Strategy" of the Abe Government
Issue:
Volume 7, Issue 6, November 2019
Pages:
277-285
Received:
9 September 2019
Accepted:
27 September 2019
Published:
28 October 2019
Abstract: Since the second ruling of Abe, the "Indo-Pacific Strategy" has gradually came into being and being regarded as a key strategy to instruct Japan’s acts on maritime security. In that this strategy is of vital importance to the freedom of China’s oceanic movements, the study on this subject is significant to the Sino-Japan relationship. Drawing on ideological rhetorical criticism and corpus-assisted methods with software of SPSS, by combining "ideographs" and "policy triggers", this paper aims to explore the ideology under the discourse construction of Japan's "Indo-Pacific Strategy" from 2012 to 2018. Moreover, by analyzing the rhetorical strategies based on Burke’s identification theory, we have tried to examine how the audiences’ ideology are being manipulated. The study shows that Abe's government has constructed an ideological rhetorical system to curb the China's rise, build a new maritime order, and concealed the ideological undercurrent of nationalism by terministic screens. At the same time, the Abe government indoctrinated and manipulated the audiences' ideologies by rhetorical strategies of "identification by sympathy" and "identification by antithesis".
Abstract: Since the second ruling of Abe, the "Indo-Pacific Strategy" has gradually came into being and being regarded as a key strategy to instruct Japan’s acts on maritime security. In that this strategy is of vital importance to the freedom of China’s oceanic movements, the study on this subject is significant to the Sino-Japan relationship. Drawing on id...
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Investigative Notes on Muhammad Marmaduke Pickthall’s Translation of the Qur’anic Surahs’ Names
Issue:
Volume 7, Issue 6, November 2019
Pages:
286-297
Received:
7 October 2019
Accepted:
26 October 2019
Published:
5 November 2019
Abstract: The Meaning of The Glorious Qur’an of Muhammad Marmaduke is one of the earliest English translations of the Qur’an conducted by Muslims’ translators and the first translation conducted by an English-speaking Muslim scholar. This translation of the Qur’an has been the focus of a number of studies that scrutinise it from different angles. Yet, there has been no thoughtful study dedicated to investigate the issue of Pickthall’s translation of the Qur’anic surahs’ names. Utilising the Contrastive Analysis approach as a theoretical framework, this study aims to fill this gap by assessing the accuracy of the equivalents provided by Pickthall to the 114 Qur’anic surahs’ names. The study consists of an introduction and five sections. It gives a succinct description of the Qur’anic surahs’ names, pinpoints the major features of Pickthall’s translation of the Qur’an, details his own approach in handling the Qur’anic surahs’ names, and analytically discusses the difficulties he encountered when rendering such vital terms of the Qur’an into English. The chief purpose of this study is fourfold: 1) to gauge the accuracy of Pickthall’s translation of the Qur’anic surah’s names, 2) to identify the difficulties encountered by him, 3) to pinpoint his own procedure (s), and 4) to advocate recommended translations and practical procedures. The study finds that Pickthall has been inconsistent and experiences a number of syntactic and semantic difficulties when rendering the Qur’anic surahs names into English. The study also finds that due to unjustifiable syntactic and semantic deviations, Pickthall conducts three types of translational pitfalls, namely: over-translation, under-translation, and erroneous translation. It is hoped that the arrived at findings are of fruitful benefit to the translators of the Qur’an and, by extension, to scholars of Qur’anic and Islamic studies.
Abstract: The Meaning of The Glorious Qur’an of Muhammad Marmaduke is one of the earliest English translations of the Qur’an conducted by Muslims’ translators and the first translation conducted by an English-speaking Muslim scholar. This translation of the Qur’an has been the focus of a number of studies that scrutinise it from different angles. Yet, there ...
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Upholding Cianjur Culture Wisdom as an Effort to Strengthen Sundanese Language and Culture in Nurturing the Nation's Character
Issue:
Volume 7, Issue 6, November 2019
Pages:
298-301
Received:
5 September 2019
Accepted:
24 September 2019
Published:
7 November 2019
Abstract: The Cianjur community has a cultural movement by introducing its seven cultural pillars. The seven pillars of culture are ngaos (recite), mamaos (singing art), maenpo (martial arts), tatanen (farming), tangginas (agile), someah (polite) and sauyunan (mutual cooperation). The seven pillars of culture are the local wisdom of the Cianjur people who uphold the language and culture that exists, namely Sundanese language and culture. The embedded and growing power to preserve local wisdom is also part of the effort to maintain the nation's character. The purpose of this article is to analyze the cultural wisdom of Cianjur Regency as an effort to strengthen Sundanese language and culture in maintaining national character. The conclusion in this article is in human life, so that communication runs well, humans choose and use language according to their function. That is why communication is expected to run effectively. Language, as a communication tool used by humans to optimize their role as social creatures. Language is cultured. Both have a very close relationship. As a medium to express ideas, ideas, opinions, thoughts or feelings, the language used by someone reflects the thoughts and culture of that person. Thus, language, culture, and character have a very big role for humans in carrying out their functions as social beings. For the people of Cianjur, preservation of language and culture is bound in the seven pillars of Cianjur culture.
Abstract: The Cianjur community has a cultural movement by introducing its seven cultural pillars. The seven pillars of culture are ngaos (recite), mamaos (singing art), maenpo (martial arts), tatanen (farming), tangginas (agile), someah (polite) and sauyunan (mutual cooperation). The seven pillars of culture are the local wisdom of the Cianjur people who up...
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Identity Construction and Ideological Reproduction of the Secondary English Language Textbooks in Bangladesh
Jia Li,
Wei Duan,
Juan Dong,
Sagred al Miskat Sharif
Issue:
Volume 7, Issue 6, November 2019
Pages:
302-314
Received:
17 October 2019
Accepted:
5 November 2019
Published:
8 November 2019
Abstract: Foreign language textbooks play an important role in shaping learners’ awareness of cultural diversity and ideological orientation. This study evaluates four English textbooks English for Today for Bangladeshi students of Junior Secondary level from Class Six to Class Ten. Data were collected from images, reading passages and dialogues of the textbooks. Following the theory of language ideology, the study examines the identity options and ideological representations in the English textbooks. Findings indicate that there are two different communities constructed by Bangladeshi characters and foreign characters in terms of gender, occupation, ethnicity and nationality; findings reveal that the identity option of Bangladeshi characters is diverse ranging from upper/middle class to low class whereas foreign characters are exclusively constructed as white/Anglophone holding decent jobs and having middle class background. Findings also show that the cultural representation of Bangladesh is dominated by the linguistic nationalism of speaking Bangla and following Bangladeshi practices as cultural norm while othering and even stigmatizing minority cultures. When representing foreign cultural practices, British-centered knowledge is produced as norm and Anglophones as ideal English speakers, and English is constructed as panacea for getting good jobs and communicating with people worldwide. Based on the findings, we argue that the white/Anglophone-centered ideology and homogenous representation of Bangladeshi culture are the reproduction of hierarchical differences structured in the postcolonial regiment. We also argue that highlighting Bangladeshi women’s social achievement and minimizing the representation of Muslim practices are mediated in the wider process of socioeconomic transformation of turning Bangladesh into a world factory with sufficient human resources and little religious disturbance. This study has implications for designing foreign language textbooks and it suggests that more diversified practices from source and foreign cultures should be included in the textbooks to cultivate learners’ cultural awareness and appreciation of cultural differences on an equal basis.
Abstract: Foreign language textbooks play an important role in shaping learners’ awareness of cultural diversity and ideological orientation. This study evaluates four English textbooks English for Today for Bangladeshi students of Junior Secondary level from Class Six to Class Ten. Data were collected from images, reading passages and dialogues of the textb...
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University Students’ Perceptions of Standard-Based English Language Learning Outcome
Issue:
Volume 7, Issue 6, November 2019
Pages:
315-318
Received:
17 September 2019
Accepted:
14 October 2019
Published:
9 November 2019
Abstract: On the implementation level of the National Foreign Languages Project, the Vietnamese Ministry of Education and Training (MOET) has set new language learning outcomes for different educational levels from primary education to tertiary education based on different levels of proficiency of the Common European Framework for Reference of Languages by the Council of Europe (2001) (the CEFR). As a result of the adoption of the CEFR to set learning standards, university students who are majored in a foreign language must obtain evidence of their proficiency in that language at least at C1 level in their first foreign language and B1 level in a second foreign language as pre-requisite to be awarded university graduation degree. This paper reports a study on university French-majored students’ perceptions of the CEFR-A1, A2, and B1 standard-based English language learning outcomes and the problems they face while trying to achieve these learning outcomes. The findings have shown that the investigated students have limited understanding of the standards expected of them and tend to associate the required learning outcomes with the test results rather than the development of their own language skills. The study has also revealed common problems the students faced during the implementation of the the standard-based learning outcome policy.
Abstract: On the implementation level of the National Foreign Languages Project, the Vietnamese Ministry of Education and Training (MOET) has set new language learning outcomes for different educational levels from primary education to tertiary education based on different levels of proficiency of the Common European Framework for Reference of Languages by t...
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The System of Teaching English at Agricultural Universities in Bangladesh
Snehangshu Shekhar Chanda,
Abdul Rahman
Issue:
Volume 7, Issue 6, November 2019
Pages:
319-326
Received:
15 October 2019
Accepted:
9 November 2019
Published:
17 November 2019
Abstract: Language means the way of communication by which better understanding, communication can be possible and the learners should be efficient in at least two languages. As a matter of fact the learners at undergraduate level should learn and be efficient in reading, speaking, listening and writing in at least one foreign language. Since English is the most important language for intercultural communication, it is taught from elementary level to university level in Bangladesh. This comprehensive study shows the system of teaching English at Agricultural Universities of Bangladesh. Result indicates that there are generally five Agricultural Universities in Bangladesh and there are several faculties which offer undergraduate and Post-Graduate degree .English Language is taught as compulsory subject at all faculties at undergraduate level. There are some faculties which offer English as Optional Subject which is very rare. Communicative English / Lab English has been preferred to teach in this regard. At the time of teaching especially in the classroom, 85% teachers use power point and overhead projector and rest use White Board and Marker. English Language Practical course is offered to four faculties of Sylhet Agricultural University, four faculties at Shere Bangla Agricultural University, all faculties of CVASU and Khulna Agricultural University. All teachers use English and mother tongue in the EFL classroom to make the meaning clear to the learners. At CVASU a modern equipped Language Lab was found but the authorities of another Agricultural Universities are trying to establish English language Lab.At Bangladesh Agricultural University, there is also a good well equipped English Language Lab. The learners are also interested to learn both languages ( mother tongue and foreign language) in the classroom.
Abstract: Language means the way of communication by which better understanding, communication can be possible and the learners should be efficient in at least two languages. As a matter of fact the learners at undergraduate level should learn and be efficient in reading, speaking, listening and writing in at least one foreign language. Since English is the ...
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Personal Deixis Implementation in King Fahad's Speech to the International Troops During the Second Gulf War (1990/1991)
Issue:
Volume 7, Issue 6, November 2019
Pages:
327-337
Received:
11 October 2019
Accepted:
14 November 2019
Published:
25 November 2019
Abstract: In this paper, the use of some deictic expressions -in the late King Fahad bin Abdulaziz Al Saud's speech to the international troops during the Second Gulf War- and its various implications on the message being delivered by the speaker, and its possible effect on the hearer are examined. Since the term deictic expression covers many linguistic items that could not possibly be comprehensively investigated in one paper, the focus of this paper is on personal pronouns which are analyzed in terms of frequency and implication in order to arrive at a better understanding of their implementation in such a historically significant political speech. The findings support the notions of critical discourse analysis regarding the relation of politics, power, ideologies, and discourse. The use of personal pronouns in this text was sometimes found to convey underlying messages which were intended to persuade the targeted audience of the speaker's decisions and at the same time justify certain major measures that were taken.
Abstract: In this paper, the use of some deictic expressions -in the late King Fahad bin Abdulaziz Al Saud's speech to the international troops during the Second Gulf War- and its various implications on the message being delivered by the speaker, and its possible effect on the hearer are examined. Since the term deictic expression covers many linguistic ite...
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Democrat’s Ethos in the Plea of a Defendant Speaker: Discursive Analysis
Issue:
Volume 7, Issue 6, November 2019
Pages:
338-344
Received:
9 October 2019
Accepted:
21 November 2019
Published:
27 November 2019
Abstract: The ethos is the image that the speaker projects from his person during his speech. The reflection here puts this image in relation with that which was conceived of the speaker before his discourse - pre-discursive ethos-. Democracy is a mode of governance that favors the sovereignty of the people. Are deciphered, the moral values promoted in the form of discursive evidence in the defendant speaker Laurent Gbagbo during his February 28, 2013 speech before the International Criminal Court. How in his plea, Laurent Gbagbo deconstructs the offence he was charged with through the pre-eminence of his democratic values? The notions of ethos and democracy are first defined. Then the democrat ethos is shown. Finally, the revelation of the speaker's character as effective data likely to influence the verdict of the trial in favor of the defendant finalizes the reflection.
Abstract: The ethos is the image that the speaker projects from his person during his speech. The reflection here puts this image in relation with that which was conceived of the speaker before his discourse - pre-discursive ethos-. Democracy is a mode of governance that favors the sovereignty of the people. Are deciphered, the moral values promoted in the f...
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Assessment of Active Learning Methods in Linguistic Courses: Ambo University in Focus, Ethiopia
Issue:
Volume 7, Issue 6, November 2019
Pages:
345-350
Received:
21 August 2019
Accepted:
24 October 2019
Published:
6 December 2019
Abstract: This study attempts to explore learning style in Linguistic courses in which learners respond to and use different kinds of stimuli in their learning. Unlike other discipline, in linguistics learning is a development process in which learners use their existing knowledge to make sense of the flow of new information. The objectives of this study were Investigate both students’ and teachers’ feelings towards active learning methods, explore factors that hinder the application of ALMs in Language classes, identify the prevalent practices, opportunities and threats of ALMs Language classes, and seek remedial solutions for the identified problems in linguistics courses. The research design of this study was qualitative and quantitative. To collect the important information for the research the researcher was used the instruments such as questionnaire, and systematic observation. To mention some the findings most of the instructors used different active learning methods specially group discussion, class discussion, and presentation to deliver their lesson in linguistic courses. In addition, there are teachers who used Bus Stop, Gallery, Individual work and Gold Fish Bowl methods in addition to the above four stated methods of teaching to deliver their lesson as needed. Lack of willingness and commitment from teachers and students, Most students’ negative attitude towards ALMs, Large class size, Lack of resources and facilities, Students’ poor academic background, and the influence of old method of teaching. The university should prepare different workshop to develop the knowledge of teachers and students on ALMs in general and linguistic courses in particular.
Abstract: This study attempts to explore learning style in Linguistic courses in which learners respond to and use different kinds of stimuli in their learning. Unlike other discipline, in linguistics learning is a development process in which learners use their existing knowledge to make sense of the flow of new information. The objectives of this study wer...
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Cultural Assimilation and Hegemony: On the Translation of “Human Rights”
Issue:
Volume 7, Issue 6, November 2019
Pages:
351-357
Received:
3 October 2019
Accepted:
29 November 2019
Published:
6 December 2019
Abstract: This essay intends to discuss the interaction in essence between translation and culture through the translation case of “human rights”. Since translation studies have many links with historical, political and cross-cultural research, an analysis of translation will be a powerful approach to exploring the cultural assimilation and hegemony hidden behind the term “human rights”. The term of “human rights” was translated as renquan in Chinese language in the 18th century when China was experiencing a period of impoverishment and long-standing debility. Because formal and dynamic equivalences could not be found in the target language, rewriting process is involved in renquan. Individualism is “missed” in ren and quan is very likely to be misunderstood by Chinese people as “power”. As a matter of fact, the idea of “human rights” has been assimilated into contemporary Chinese culture, unleashing a rush of power in China’s politics, legislation and education, so on and so forth. Those influences not only indicate a result of cultural blending, but also reveal the existence of cultural collisions. While this concept brings advances for the Chinese nation, it is often manipulated as a cultural hegemony weapon by some Western countries. Claims about human rights of hegemonic countries sometimes are ironically conflicted with the action they take. Cultural assimilation and cultural hegemony shown in the translation case of “human rights,” give rise to the enlightenments about the evaluation of a good translator. The role of translators is never static, mostly importing foreign cultures in hard times and exporting domestic cultures in taking-off times. Besides, the translating strategy of the term “human rights” is not the fundamental reason that leads Chinese indigenous ideologies to have been influenced by the West and the translators’ role in countering against cultural hegemony seems to be very tiny, but these does not mean they can do nothing. Translators should strengthen self-efficacy and they themselves should believe their roles are able to imperceptibly attract or block readers. Lastly, translators must be fully aware of cultural self-consciousness. Great translators should strengthen their sensitivity to inter-cultural communications, being neither cringing nor arrogant about different cultures and enhancing the technological literacy in this digital era.
Abstract: This essay intends to discuss the interaction in essence between translation and culture through the translation case of “human rights”. Since translation studies have many links with historical, political and cross-cultural research, an analysis of translation will be a powerful approach to exploring the cultural assimilation and hegemony hidden b...
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Comparison Among Some View Points Upon Second Language Acquisition Theory
Issue:
Volume 7, Issue 6, November 2019
Pages:
358-363
Received:
25 October 2019
Accepted:
2 December 2019
Published:
10 December 2019
Abstract: This study focuses on the comparison and contrast among the theories of second language acquisition. The theories chosen for comparison are the Behaviorist's theory, the Nativist's theory, the Interactionist's theory, the Information Processing theory, the Vygotsky's theory, and the Halliday's theory. The comparison of the six main theories are designed in the form of a table based on some main and important points; such as, the history, the scholars and their books, the Concept (Keyterm & their meaning), the Key to learning, the Leaning process, as well as Evaluating Human Being and Evaluating Language. Especially, in the summary table, the second language acquisition theories are analyzed to find out which theories adapt the viewpoints of the learners, based on the effects of learning process, learners and the phases of learning a language. As a result, this researrch can be seen as a brief dictionary of many key terms and the authors’ viewpoints on second language acquisition analyzed in the theories applied in over the world.
Abstract: This study focuses on the comparison and contrast among the theories of second language acquisition. The theories chosen for comparison are the Behaviorist's theory, the Nativist's theory, the Interactionist's theory, the Information Processing theory, the Vygotsky's theory, and the Halliday's theory. The comparison of the six main theories are des...
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A Study on the Application of Input Hypothesis in English Teaching of Junior High School
Issue:
Volume 7, Issue 6, November 2019
Pages:
364-367
Received:
3 December 2019
Accepted:
16 December 2019
Published:
25 December 2019
Abstract: Since Input Hypothesis was proposed, it has attracted the attention of domestic and foreign linguists. However, Input Hypothesis is still a “virgin land” in the teaching practices of primary and high schools. This paper aims to investigate the teaching of junior high school English so as to find out the applications of Input Hypothesis in junior high school English teaching and then propose a series of strategies that can be applied in junior high school English classes in accordance with the four principles of Input Hypothesis. The study was carried out in seventh grade of a junior high school. The researchers observed the English lessons of two classes in seventh grade for three months, analyzed the teaching plans and interviewed the teacher of the two classes. This paper found out that many teaching strategies that the teacher used are theoretically related to Input Hypothesis. However, the teacher has never learned about this theory. In order to bridge the gap between Input Hypothesis and English teaching in junior high school, this paper explained four principles of this hypothesis and put forward some possible strategies. This paper hopes to make contributions to the application of linguistic theories in English teaching og junior high school and urge teachers to equip themselves with these theories.
Abstract: Since Input Hypothesis was proposed, it has attracted the attention of domestic and foreign linguists. However, Input Hypothesis is still a “virgin land” in the teaching practices of primary and high schools. This paper aims to investigate the teaching of junior high school English so as to find out the applications of Input Hypothesis in junior hi...
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On the Implications of Conversation Analysis for College Oral English Teaching
Issue:
Volume 7, Issue 6, November 2019
Pages:
368-372
Received:
8 December 2019
Accepted:
19 December 2019
Published:
31 December 2019
Abstract: College English is an important basic course in China’s higher education. Its quality is related to the talents’ cultivation and their practical working ability in the 21st century. Although most Chinese college students are proficient in English reading and writing, their oral English abilities are relatively weak. As is known to all, conversation plays an irreplaceable role in oral communication, and a host of scholars and educators have advocated including authentic conversations into college oral English teaching. However, their studies are mostly concerned with only a specific interactional practice of conversation, and there lacks a systemic study on the comprehensive application of conversations to oral English teaching. As a sociological research method, Conversation Analysis is aimed to study the social practices of talk and the social norm behind these conversational practices. The findings of Conversation Analysis have shown some potential in oral English teaching. Based on the current situation of Chinese college oral English teaching, the present study first explores the applicability of Conversation Analysis to college oral English teaching, then attempts to construct a practical oral English teaching model for college students in terms of four typical interactional organizations in conversation, viz. turn-taking organization, adjacency pairs, preference organization and repair organization, so as to effectively cultivate their communicative and interactive English skills and enhance their all-round practical capabilities to use English as a whole.
Abstract: College English is an important basic course in China’s higher education. Its quality is related to the talents’ cultivation and their practical working ability in the 21st century. Although most Chinese college students are proficient in English reading and writing, their oral English abilities are relatively weak. As is known to all, conversation...
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