Mother Tongue and Ethnic Identity: A Study of Independent Chinese Secondary School Students in Malaysia

2017 ◽  
Vol 23 (3) ◽  
pp. 2112-2115
Author(s):  
Pei Yao Ho ◽  
Fong Peng Chew ◽  
Ker Pong Thock
Keyword(s):  
Ethnic Identity ◽  
Secondary School ◽  
Secondary School Students ◽  
Mother Tongue ◽  
School Students ◽  
Chinese Secondary School Students

scholarly journals Request Strategies: A Contrastive Study Between Yemeni EFL and Malay ESL Secondary School Students in Malaysia

2018 ◽  
Vol 14 (12) ◽  
pp. 29
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Social Distance ◽  
Secondary School Students ◽  
Social Power ◽  
Mother Tongue ◽  
Target Language ◽  
School Students ◽  
The Social ◽  
Request Strategies

The aim of this study was to investigate the types of request strategies employed by Yemeni and Malay secondary school students in English language. It also aimed at investigating the influence of social power and social distance on the students’ choice of request strategies. The data was collected through a discourse completion test (DCT) and the analysis used both Blum-Kulk’s et al. (1989) Cross-Cultural Speech Act Realization Patterns (CCSARP), and Scollon and Scollon’s (1995) politeness system. The findings of the study showed that both groups often use non-conventionally indirect request strategies by means of query preparatory. The analysis revealed that both groups do not take into consideration the social power and the social distance between the interlocutors because they always use the same strategies with any person. The students have this sociopragmatic knowledge in their mother tongue; however, both groups are not sensitive to the social power and social distance existing between the interlocutors as they lack the sociopragmatic knowledge in the target language. Moreover, the students almost use the same strategies even though they have different cultural backgrounds, and this might be attributed to their assimilation in the school learning environment which is a positive indicator for conductive learning environment.

Are Parents' and Children's Thinking Styles Related?

2003 ◽  
Vol 93 (2) ◽  
pp. 617-630 ◽  
Author(s):  
Li-Fang Zhang
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Thinking Styles ◽  
Personal Factors ◽  
School Teachers ◽  
School Students ◽  
Mainland Chinese ◽  
Chinese Secondary School Students ◽  
Children’S Thinking

This study extends the investigation of the validity of Sternberg's theory of mental self-government to mainland Chinese secondary school students and their parents. The assumption of a ‘socialization effect’ underlying the theory was subjected to broader investigation. 232 students and their parents responded to a range of demographic questions and to the Thinking Styles Inventory which is based on Sternberg's theory. The two major findings are that (1) Sternberg's theory is valid with both samples, and (2) students' thinking styles are related not only to their personal factors, e.g., sex, grade, and self-rated abilities, but also to their parents' thinking styles. These findings have implications for school teachers and counselors as well as for parents.

Towards the development of a grammar checker and its utilization in the teaching of Modern Greek as mother tongue

2020 ◽  
Author(s):  
Panagiotis Gakis ◽  
Theodoros Kokkinos ◽  
Christos Tsalidis
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Mother Tongue ◽  
Classroom Setting ◽  
School Students ◽  
Modern Greek ◽  
Text Production ◽  
Electronic Tool ◽  
Grammatical Errors ◽  
Made In

Abstract The goal of the current study is the exploration of the standardization of grammatical errors through templates, a process that ultimately led to the development of a Grammar Checker for Modern Greek, an electronic tool for the automatic recognition and correction of grammatical errors. Moreover, the study investigates the utilization of such a tool in a classroom setting and its contribution to the teaching of mother tongue. The participants of the study were secondary school students and main results showed that errors they made in text production activities could be categorized as errors of mechanics, grammar, and usage through certain templates, which then lead to the development of a Grammar Checker for Modern Greek. Moreover, we also found other errors that could not be analysed and categorized using the theory of taxonomy of errors by Ho, i.e. style: forms—learned forms and semantic. Additionally, the participants highlighted that the specific tool has advantages for the teaching of mother tongue. Implications for the methodology of Grammar Checkers’ development and their use in the teaching of mother tongue, generally, are discussed.

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