Whose Standard, Which Model? Towards the Definition of a Standard Nigerian Spoken English for Teaching, Learning and Testing in Nigerian Schools

1990 ◽  
Vol 89-90 ◽  
pp. 91-106
Author(s):  
V.O. Awonusi
Keyword(s):  
Native Speaker ◽  
Standard Form ◽  
Teaching English ◽  
Spoken English ◽  
Social Variation ◽  
Local Standard ◽  
English Pronunciation ◽  
Definition Of ◽  
Teaching Learning

Abstract The adoption of RP as a model of teaching in non-native speaker English societies such as Nigeria seems to have come to say. However, the accent of English that emerged in Nigeria, over the years, (to some linguists) is anything but RP (although some hold the view that there are a few RP speakers in Nigeria). We are, therefore, forced to ask the question: What is RP?; or better still: what are its defining characteristics, particularly in relation to non-native varieties of English? Consequently, were are motivated to search for, and identify alternative local (standard) accents for teaching purposes. This paper attempts to identify the Nigerian standard accent of English that is appropriate for adoption as a model for teaching English pronunciation. It examines the problems associated with the identification of a standard form in the light of variables such as international intelligibility local acceptability, a real and social variation, in native and non-native speaker communities alike. On the basis of socio-linguistic realities it recommends an accent for teaching, learning and testing in Nigerian schools.

scholarly journals Challenges for Methods of Teaching English Vocabulary to Non-native Students

2020 ◽  
Vol 7 (5) ◽  
pp. 556-575
Author(s):  
Omer Elsheikh Hago Elmahdi ◽  
Abdulrahman Mokbel Mahyoub Hezam
Keyword(s):  
Relevant Literature ◽  
Careful Analysis ◽  
Native Students ◽  
Sources Of Information ◽  
Teaching English ◽  
Record Keeping ◽  
Data Source ◽  
Definition Of ◽  
New Research ◽  
Teaching Learning

This study is meant to have a through argument about the main topic of this research, which is the challenges of teaching methods of English vocabulary to non-native students. The researchers try to introduce a conceptual coverage of certain areas that are relevant to English vocabulary teaching / learning. This conceptual coverage includes: the definition of the term vocabulary, kinds of vocabulary, the importance of vocabulary, general principles for successful vocabulary teaching, teaching vocabulary in the English as a foreign language (EFL) context is challenging, techniques of teaching vocabulary, and the need for teaching vocabulary. Among the qualitative methods the researchers chose the record keeping method. This method makes use of the already existing reliable documents and similar sources of information as the data source. This data can be used in a new research. The researchers have collected a number of relevant studies and quarrying critically and deeply in these studies to signal out the Challenges for Methods of Teaching English Vocabulary to Non-native Students. Qualitative data collection allows collecting data that is non-numeric and helps us to explore how decisions are made and provide a detailed insight. For reaching such conclusions the data that is collected should be holistic, rich and nuanced and findings to emerge through careful analysis. This is why the researchers have examined and collected many relevant references, case studies that deal with teaching vocabulary.  To carry out this research the researchers have introduced certain questions and surveyed a huge number of previous studies after covering the relevant literature. Finally, the challenges that are critically obtained by the researchers are classified into three main categories. The first category, challenges related to students, the second one, challenges related to teachers, and the third one, challenges related to methods/ techniques/ strategies of teaching vocabulary.

CULTURAL AWARENESS FOR ENGLISH LEARNERS

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Senowarsito Senowarsito ◽  
KA AB Prabowo
Keyword(s):  
Cultural Competence ◽  
English Learners ◽  
Cultural Awareness ◽  
Native Speaker ◽  
Communicative Competence ◽  
English Teachers ◽  
Learning Activities ◽  
Teaching English ◽  
Cultural Contexts ◽  
Teaching Learning

Abstract The purpose of this study is how to enhance cultural awareness for English learners in Indonesia. Culturally, the learners have got accustomed to using Indonesian mind set or Indonesian expression style rather than native English style. The aim of teaching learning language is that learners should have communicative competence. The communicative competence model (Celce-Murcia et al) introduces that the main competence of communicative competence is discourse competence. The discourse competence can be achieved if the learners have socio-cultural competence, linguistic competence and actional competence. It means that teaching English involves not only knowledge of linguistic aspects and speech act or rhetoric aspects but also socio-cultural aspects, certain features and characteristics of the culture. In the teaching learning process, language and culture are considered interconnected. It can be stated that a language is a part of culture and a culture is a part of a language. Language cannot be taught without reference to cultural context. By understanding socio-cultural contexts, learners can encounter the factors of cultural differences. English teachers should acknowledge English expressions to the learners in English cultural contexts. In order to help teacher in assisting learners to overcome cultural problems, some activities recommended are role plays, simulation, games, readings, watching English films, inviting native speaker to attend a classroom, giving assignment to the learners to meet native speaker, and cross cultural gathering with expatriates. Thus, the English learners are expected to be able to use English as a means of communication in various spoken and written English contexts. Moreover, the development of the learners?óÔé¼Ôäó cultural awareness leads them to more critical thinking. The learners are more creative and have a sensitivity of culture in producing English utterances. In other words, the learners should have made efforts how to use English communicatively. Pedagogical implication for teaching English as a foreign language should consider English cultural elements integrated in English teaching-learning activities in order to gain communicative competence. Regardless of different point of views, the aim of this study provides necessary information of cultural awareness for the English teachers and learners and that of teaching learning activities incorporating the target language and its culture. Keywords: ?é?ácultural awareness, communicative competence, socio-cultural competence

Photovoice Implementation in Teaching English Guiding at English Study Program College of Foreign Language (STIBA) Saraswati Denpasar

2018 ◽  
Vol 1 (2) ◽  
pp. 86-95
Author(s):  
Gusti Ayu Putri
Keyword(s):  
Oral Communication ◽  
Teaching English ◽  
Study Program ◽  
Tour Guide ◽  
Speaking Assessment ◽  
Post Test ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
The Mean ◽  
Teaching Learning

Guiding is a branch of oral communication. In oral communication, guiding can be included as productive skill. English guiding is one of the academic lessons in the fourth semester. Being a tour guide is a very important job in tourism part. In many cases, the tour guide is a traveller's first impression of a foreign country. In other cases a tour guide may be responsible for teaching tourists about the culture and sites in a city or town. Improving students’ communicative skill is the goal of teaching English guiding, because the student can express themselves and know how to use language well. In the real situation in teaching guide process, lecturer cannot escape from reality. It occurs because there are some problems faced by the lecture and the student. The lecturer cannot make student pay attention; make the students’ lack of creativity in making interactive guiding topics, and engagement in whole teaching learning process. This research applied photovoice as a technique to increase the student’s ability in speaking English guiding. Photovoice is suitable technique in teaching speaking skill in English guiding because it gives student chance to communicate with different context and different social by photo as a learning media. This reviews were taken from Beverly Palibroda (2009) Photovoice implementation and Speaking Assessment from Brown Lavinson (2004). This research was conducted by three cycles such as: pre-test, cycle I and cycle II. In composing this research the writer used qualitative descriptive method by classroom action research (CAR).             The result of this research showed that the mean score in pre-test before implementing Photovoice clearly showed that the ability of the subject under study was relatively “ fairly satisfactory ” in the level of mastery of speaking rubric. There were increasing in cycle I after implementing Photovoice technique. The result of the data analysis of the reflection score in cycle I showed increasing the mean score of 7.11 It was higher than the result of pre-test. In the cycle II, which the treatment was more intensive in order of weakness of the students had been known. The result of the data anaysis of reflection or post-test in cycle II that the mean score was 8.18. The different between mean score in cycle I and II was 1.07. It showed that the student’s speaking guiding ability improved after the researcher applied the photovoice thecnique to the students.  

scholarly journals Haemostatic and thrombo-embolic complications in pregnant women with COVID-19: a systematic review and critical analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Juliette Servante ◽  
Gill Swallow ◽  
Jim G. Thornton ◽  
Bethan Myers ◽  
Sandhya Munireddy ◽  
...  
Keyword(s):  
Venous Thrombosis ◽  
Pregnant Women ◽  
Clinical Evidence ◽  
Case Reports ◽  
Standard Form ◽  
Test Results ◽  
Maternal Deaths ◽  
High Clinical Suspicion ◽  
Increased Risk ◽  
Definition Of

Abstract Background As pregnancy is a physiological prothrombotic state, pregnant women may be at increased risk of developing coagulopathic and/or thromboembolic complications associated with COVID-19. Methods Two biomedical databases were searched between September 2019 and June 2020 for case reports and series of pregnant women with a diagnosis of COVID-19 based either on a positive swab or high clinical suspicion where no swab had been performed. Additional registry cases known to the authors were included. Steps were taken to minimise duplicate patients. Information on coagulopathy based on abnormal coagulation test results or clinical evidence of disseminated intravascular coagulation (DIC), and on arterial or venous thrombosis, were extracted using a standard form. If available, detailed laboratory results and information on maternal outcomes were analysed. Results One thousand sixty-three women met the inclusion criteria, of which three (0.28, 95% CI 0.0 to 0.6) had arterial and/or venous thrombosis, seven (0.66, 95% CI 0.17 to 1.1) had DIC, and a further three (0.28, 95% CI 0.0 to 0.6) had coagulopathy without meeting the definition of DIC. Five hundred and thirty-seven women (56%) had been reported as having given birth and 426 (40%) as having an ongoing pregnancy. There were 17 (1.6, 95% CI 0.85 to 2.3) maternal deaths in which DIC was reported as a factor in two. Conclusions Our data suggests that coagulopathy and thromboembolism are both increased in pregnancies affected by COVID-19. Detection of the former may be useful in the identification of women at risk of deterioration.

Modal Difficulty in Medieval Literature Analysis: the Frame-Notation Correlation in Dante’s Quotations of Fibonacci

2021 ◽  
pp. 106-121
Author(s):  
Moreno Bonda
Keyword(s):  
Cognitive Linguistics ◽  
Native Speaker ◽  
Methodological Approach ◽  
Medieval Literature ◽  
Literary Texts ◽  
Literature Analysis ◽  
Dense Networks ◽  
Mathematical Formulas ◽  
Cognitive Frame ◽  
Definition Of

The investigation of medieval literature poses a number of challenges, even to native speaker researchers. Such difficulties are related to (a) linguistic – syntactical and lexical – obstacles, (b) to the ability to recognise dense networks of interdisciplinary references and, (c) mainly to the cognitive challenges posed by “unfamiliar modes of expression”. The aim of this research is to discuss a methodological approach to deal with these unusual manners of composition, technically known as modal difficulty, in medieval literature. The theoretic setting is represented by Davide Castiglione’s monographic study Difficulty in Poetry (2018) and the specific definition of modal difficulty elaborated by James E. Vincent in the premise of his treatise on American poetry (2003). A study case illustrative of challenges in medieval literature analysis has been chosen to illustrate the speculative reasoning: the references to the celebrated mathematician Leonardo Fibonacci (1170–1242) – known for having introduced the Arabic numbers to the Europeans – in Dante Alighieri’s Divine Comedy. Preliminarily, the author discusses unfamiliar mathematical notations implemented from the 13th to the 18th centuries. Subsequently, adopting cognitive linguistics principles and hermeneutic as methodological tools, several veiled citations of the mathematician’s cogitations – such as the chess comparison in Paradise XXVIII, 91–93 and the quadratic expression in Paradise XXVII, 115–117 – are deciphered and illustrated. The analysis of Dante’s cognitive frame indicates that the recourse to Fibonacci’s formulas is functional to depict the incommensurable multitude of the divine in words. In the conclusions, the case studied is adopted as a model to illustrate how the reflection on unusual forms of expression could be employed to investigate ancient literary texts. A preliminary analysis of the frame-notation relation could help, as an example, to recognise mathematical formulas that were expressed in a verbal and non-symbolic notation.

scholarly journals „Interculture TV“: Interkulturelles Lernen durch Educasts

2011 ◽  
Vol 38 ◽  
pp. 7-19
Author(s):  
Waltraud Timmermann
Keyword(s):  
Open Access ◽  
Work Groups ◽  
Friedrich Schiller ◽  
Learning Materials ◽  
Student Work ◽  
Intercultural Studies ◽  
Interkulturelles Lernen ◽  
Instruction And Learning ◽  
Definition Of ◽  
Teaching Learning

This paper gives an introduction to "Interculture TV", an educational videocast project initiated by the Department of "Intercultural Studies and Business Communications" at the Friedrich Schiller University, Jena. The project provides open access to audio-visual teaching/learning materials produced by intercultural student work groups and offers opportunities for cooperation. Starting from a definition of the term "educast", the article analyses the videocast episodes on Interculture TV and discusses their potential for inter-cultural instruction and learning.

scholarly journals MENGHADIRKAN FILM DALAM PEMBELAJARAN BAHASA `JERMAN SEBAGAI BAHASA ASING (DEUTSCH ALS FREMDSPRACHE)

Paramasastra ◽  
2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Dwi Imroatu Julaikah
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
German Language ◽  
Formal Institutions ◽  
Definition Of ◽  
Teaching Learning

German language is taught in Indonesia as a foreign language, or we usually call as DAF (Deutsch als Fremdsprache). This language is taught in formal and non-formal institutions. In this context, it is very important, especially for the teacher to bring interactive and joyfull learning in the classroom, and it is challenging for the teacher. Thus, presenting interesting language in the class, full of innovativation in learning prosess of German language, must be done. One of the choices to get those situations in the classroom is to bring a good media. Film is one alternative that can be presented. This paper discusses how to bring movies in learning a foreign language (German). Further discussion is more about (a) Definition of film, (b) Film, as a medium in teaching learning process, and (c) How to teach German with didactic and methodic in learning German language.

scholarly journals Teach Reading

2021 ◽  
Author(s):  
Ernan Santiesteban Naranjo ◽  
Kenia María Velázquez Avila ◽  
Niurka Góngora Mena
Keyword(s):  
Reading Instruction ◽  
Reading Skill ◽  
Reading Process ◽  
Participatory Methods ◽  
Teaching Reading ◽  
Reading Competence ◽  
The Third ◽  
Definition Of ◽  
Teaching Learning

Teach reading is a book that is composed by six chapters. The fist, is devoted for the definition of text and its taxonomy. It concludes with the requirements for choosing a didactic text. The second, is dedicated for the definition, analysis and classification of reading. The third is devoted to associated disorders related to the reading process. The fourth, contrasts the traditionalist reading instruction against dynamic-participatory didactic for the teaching-learning process of reading, where it is emphasized on reading participatory methods and techniques. The fifth, is attentive to the generalized reading skill, invariant skill and reading competence. Finally, the sixth is committed to dynamic-participatory didactic strategy for teaching reading,

scholarly journals Orientations towards English among English-medium Instruction Students

2015 ◽  
Vol 2 (1) ◽  
pp. 1-38 ◽  
Author(s):  
Ali Karakaş
Keyword(s):  
Undergraduate Students ◽  
Language Use ◽  
Language Ideologies ◽  
Native Speaker ◽  
American English ◽  
Main Body ◽  
Structured Interviews ◽  
British English ◽  
Spoken English ◽  
English Medium Instruction

Abstract Based on the empirical data of my PhD research, this paper analyses the perceptions of 351 undergraduate students enrolled at English-medium universities towards English in terms of the language ideology framework. The students were purposively sampled from three programs at three Turkish universities. The data were drawn from student opinion surveys and semi-structured interviews. The findings paint a blurry picture, with a strong tendency among most students to view their English use as having the characteristics of dominant native varieties of English (American English & British English), and with a high percentage of students’ acceptance of the distinctiveness of their English without referring to any standard variety. The findings also show that many students’ orientations to English are formed by two dominant language ideologies: standard English ideology and native speaker English ideology. It was also found that a large number of students did not strictly stick to either of these ideologies, particularly in their orientation to spoken English, due, as argued in the main body, to their experiences on language use that have made them aware of the demographics of diverse English users and of the diverse ways of using English.

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