scholarly journals Organizational Patterns of English and Foreign Texts for Language Teaching: A Contrastive Analysis

2015 ◽  
Vol 12 (1) ◽  
pp. 29
Author(s):  
Fabiola D. Kurnia
Keyword(s):  
Literary Work ◽  
English Text ◽  
Standard English ◽  
Contrastive Analysis ◽  
Standard Language ◽  
English Speaking ◽  
Preliminary Study ◽  
Organizational Patterns ◽  
Grammatical Structures ◽  
Cultural Features

The purpose of this paper is to analyze the organizational patterns of imaginative English and foreign texts in an English speaking community of a mixed cultural literary work. A contrastive list of foreign English text in Galsorthy's Quality and the standard English texts was used as the data. The data were then analyzed according to the organizational patterns of sound systems, grammatical structures, vocabulary system, and cultural features. The analysis suggests that foreign English texts offer a source of systematic preliminary study of language. The conversations in the work of literature provides the learners with ample apractice to recognize the standard of language correctness and the non-standard language variations.

scholarly journals Methodology for Teaching Students the Analysis of Turkish Fiction Texts

2019 ◽  
Vol 8 (7) ◽  
pp. 13
Author(s):  
Asiya Rizvanovna Rakhimova ◽  
Alsu Mansurovna Nigmatullina
Keyword(s):  
Foreign Language ◽  
Literary Work ◽  
Contrastive Analysis ◽  
Research Papers ◽  
Standard Language ◽  
Literary Works ◽  
Scientific Analysis ◽  
Writing Course ◽  
Lexical Composition ◽  
Oriental Studies

When preparing specialists of Oriental studies, reading fiction in the language being studied is very effective for mastering a foreign language. The fiction text reflects not only the richness of a language and style, but also features of the development of the standard language and changes in its lexical composition. It is also expedient not only to read the literature in the studied language, but also the ability to analyze a literary work in the language this work is written. For this purpose it is necessary to teach students to use literary terms and the style of scientific analysis. Such training facilitates students' understanding of literary works in the language they study, and they use those works when writing course and diploma research papers. This article examines the stages of forming students' ability to analyze a literary work in the studied language. The important stages are the following 1) mastering literary terms and expressions, 2) the use of scientific style in the oral or written analysis of a work. In addition, the teaching comparative-contrastive analysis of the works of Turkish and Russia.

Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and the present progressive in Mexico and Spain

Probus ◽  
2015 ◽  
Vol 27 (2) ◽  
Author(s):  
Matthew Kanwit ◽  
Kimberly L. Geeslin ◽  
Stephen Fafulas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Native Speakers ◽  
L2 Acquisition ◽  
Present Perfect ◽  
Immersion Programs ◽  
Growing Body ◽  
English Speaking ◽  
Grammatical Structures

AbstractThe present study connects research on the L2 acquisition of variable structures to the ever-growing body of research on the role of study abroad in the language learning process. The data come from a group of 46 English-speaking learners of Spanish who participated in immersion programs in two distinct locations, Valencia, Spain and San Luis Potosí, Mexico. Simultaneously, we tested a group of native speakers from each region to create an appropriate target model for each learner group. Learners completed a written contextualized questionnaire at the beginning and end of their seven-week stay abroad. Our instrument examines three variable grammatical structures: (1) the copulas

scholarly journals A Contrastive Analysis of Chinese Humor and English Humor in Intercultural Communication

2019 ◽  
Vol 9 (12) ◽  
pp. 1595
Author(s):  
Sha Zhu
Keyword(s):  
Interpersonal Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Contrastive Analysis ◽  
Cultural Backgrounds ◽  
Cross Cultural Communication ◽  
Transcultural Communication ◽  
Figure Of Speech ◽  
English Speaking ◽  
Chinese And English

Humor plays an important role in daily life and also quite useful in interpersonal communication. Nowadays, the cross-cultural communication between the English-speaking countries and China becomes more and more frequent while some humor is difficult to appreciate with diverse cultural backgrounds. Therefore, this paper aims at analyzing the Chinese and English humor from their similarities, like the use of ambiguity and figure of speech, as well as differences, especially in functions, topics and ways of expression. Related causes are further discussed the differences. Hopefully, the findings will help to reduce the obstacles in understanding humor in different culture and promote transcultural communication in a delightful manner.

scholarly journals Plain English Movement And Penman’s Criticism To Strengthening The Movement

2018 ◽  
Vol 5 (1) ◽  
pp. 77-90
Author(s):  
Andi Syafrani
Keyword(s):  
Standard English ◽  
Legal Language ◽  
English Speaking ◽  
Communication Approach

Abstrak: The plain English movement has been commencing for many decades. Recently, the movement has penetrated beyond English-speaking countries. Plain English involves the use of straightforward and clear language. Additionally, it uses modern and standard English. Penman’s criticisms range from the trivial aspect to the deeply critical concerning the communication approach in legal language. She has written essays reviling plain English in some journals such as: ‘Plain English: wrong solution to an important problem’. Keywords: Plain English, Movement, Criticism.   Abstrak: Gerakan Bahasa Inggris telah dimulai selama beberapa dekade. Baru-baru ini, gerakan ini telah memasuki beberapa negara pengguna bahasa Inggris. Bahasa Inggris melibatkan penggunaan bahasa yang lugas dan jelas. Selain itu, menggunakan bahasa Inggris modern dan standar. Kritik Penman dalam hal ini berkisar dari aspek sederhana hingga kritis mengenai pendekatan komunikasi dalam bahasa hukum. Dia telah menulis esai yang mengkritik penggunaan bahasa Inggris Hukum yang sederhana dalam beberapa jurnal seperti: 'Plain English: solusi salah untuk masalah penting'. Kata kunci: Bahasa Inggris Biasa, Gerakan, Kritik. DOI: 10.15408/sjsbs.v5i1.7907

Jones, David (1895–1974)

2018 ◽  
Author(s):  
Rob Gossedge
Keyword(s):  
Catholic Church ◽  
Literary Work ◽  
Religious Practice ◽  
Arts And Crafts ◽  
North Wales ◽  
The First World War ◽  
James Jones ◽  
English Speaking ◽  
In Parenthesis ◽  
First World

David Jones, the poet, painter and engraver, was born in Brockley, Kent, in 1895. He was the youngest son of James Jones, a printer’s overseer from North Wales, and Alice Bradshaw, a former governess and talented amateur artist of Anglo-Italian descent. Although his family was English-speaking and Low Church in religious practice, from an early age Jones was drawn to the culture of his father’s Welsh ancestors, and to the rituals of the Catholic Church (he was to convert in 1921). Both influences would prove crucial to Jones’s maturity as both artist and writer. In January 1915, after several years training as an artist at Camberwell School of Arts and Crafts, Jones enlisted in the ‘London Welsh’ battalion of the Royal Welch Fusiliers, and served as a private until the end of the First World War. He was wounded in the leg during the assault on Mametz Wood, as part of the 1916 Somme Offensive. These experiences would serve as the narrative basis of his first major literary work, In Parenthesis (1937). Though that title was meant to convey his understanding of the war as a kind of parenthesized experience for him and his fellow amateur soldiers, he remained, artistically, unable to step outside of its brackets, and each of his major subsequent works would be shaped by his time in the trenches.

The emergence of tense and agreement in child L2 French

1998 ◽  
Vol 14 (3) ◽  
pp. 227-256 ◽  
Author(s):  
Johanne Paradis ◽  
Mathieu Le Corre ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Native Speaker ◽  
Phrase Structure ◽  
L2 Acquisition ◽  
Acquisition Sequence ◽  
L2 Learners ◽  
English Speaking ◽  
Lexical Transfer ◽  
Grammatical Structures

The present study examined the acquisition of tense and agreement by L2 learners of French. We looked at whether the features and and the categories AGRP and TP emerged simultaneously or in sequence in the learners' grammars.We conducted interviews with English-speaking children acquiring French as a second language and with grade-matched native-speaker controls once a year for three years. The data were analysed for the productive use of morphosyntax encoding tense and agreement. Results revealed that items encoding agreement emerged before items encoding tense, suggesting that the abstract grammatical structures associated with these morphosyntax items emerge in sequence. The findings are interpreted with respect to three prevailing views on the acquisition of functional phrase structure in L2 acquisition: the Lexical Transfer/Minimal Trees hypothesis (Vainikka and Young-Scholten, 1994; 1996a; 1996b), the Weak Transfer/Valueless Features hypothesis (Eubank, 1993/94; 1994; 1996) and the Full Transfer/Full Access hypothesis (Schwartz and Sprouse, 1994;1996). Possible reasons for the existence of this acquisition sequence in French are also discussed.

Local accents in England and Wales

1970 ◽  
Vol 6 (2) ◽  
pp. 231-252 ◽  
Author(s):  
J. C. Wells
Keyword(s):  
Rural Communities ◽  
Middle Class ◽  
Working Class ◽  
Standard English ◽  
Linguistic Variables ◽  
Lower Middle Class ◽  
Urban Forms ◽  
English Speaking ◽  
Received Pronunciation ◽  
Urban Working

1. Dialectologists in England have concentrated on the speech of small and relatively isolated rural communities (see, for example, Orton and Dieth, 1962: Introduction, 14). Other linguists and phoneticians concerned with the English of England have almost without exception described Standard English and the form of pronunciation they call, using an established but less than happy term, ‘Received Pronunciation’ (Jones, 1967:xvii). Yet the English of most English (and English-speaking Welsh) people is neither RP Standard English nor a rural dialect. The vast mass of urban working-class and lower-middle-class speakers use a pronunciation nearer to RP, and lexical and grammatical forms much nearer to Standard English, than the archaic rural dialects recorded by the dialectologists. Yet their speech diverges in many ways from what is described as standard. The purpose of this article, which must be regarded as preliminary and tentative, is to sketch the principal phonetic variables among such local, mainly urban, forms of English.1 It is the task of anyone concerned with the description of these ‘accents’ of English to investigate whatever phonetic variables can be identified and to establish their correlation with the non-linguistic variables of age, social standing and education, and geographical provenance. (For discussion of some of the problems of urban dialectology, see particularly Wright, 1966.)

THE EFFECTIVENESS OF GUIDED INDUCTION VERSUS DEDUCTIVE INSTRUCTION ON THE DEVELOPMENT OF COMPLEX SPANISHGUSTARSTRUCTURES

2016 ◽  
Vol 38 (2) ◽  
pp. 265-291 ◽  
Author(s):  
Luis Cerezo ◽  
Allison Caras ◽  
Ronald P. Leow
Keyword(s):  
Learning Outcomes ◽  
Higher Learning ◽  
Superior Performance ◽  
Control Group ◽  
Implicit Instruction ◽  
Oral Production ◽  
Induction Group ◽  
English Speaking ◽  
Grammatical Structures ◽  
Deductive Instruction

Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction—deductiveorinductive, where rules are respectively provided or elicited—proves more effective. Avoiding this dichotomy, accumulating research shows superior results forguided induction, in which teachers help learners co-construct rules by directing their attention to relevant aspects in the input and asking guiding questions. However, no study has jointly investigated the effects of guided induction on both learning outcomes and processes, or whether guided induction can prove effective outside classroom settings where teacher mediation is not possible. In this study, which targeted the complex Spanishgustarstructures, 70 English-speaking learners of beginning Spanish received either guided induction via a videogame, deductive instruction in a traditional classroom setting, or no instruction. Learning outcomes were measured via one receptive and two controlled production tasks (oral and written) with old and new items. Results revealed that while both instruction groups improved across time, outperforming the control group, the guided induction group achieved higher learning outcomes on all productive posttests (except immediate oral production) and experienced greater retention. Additionally, the think-aloud protocols of the guided induction group revealed high levels of awareness of the L2 structure and a conspicuous activation of recently learned knowledge, which are posited to have contributed to this group’s superior performance. These findings thus illustrate, quantitatively and qualitatively, the potential of guided induction for the development of complex L2 grammar in online learning environments.

An Analysis of the Substitution Errors of a Group of Standard English-Speaking Children

1972 ◽  
Vol 15 (4) ◽  
pp. 811-820 ◽  
Author(s):  
Helen S. Cairns ◽  
Frederick Williams
Keyword(s):  
Standard English ◽  
Target Phoneme ◽  
Substitution Process ◽  
English Speaking ◽  
Differential Stability ◽  
Phonetic Features ◽  
Insight Into

Misarticulation of consonants in a sample of 384 standard English-speaking children from grades one through 12 was recorded and classified according to type of error: omission, substitution, or distortion. Substitutions were further analyzed with reference to the feature content of each target phoneme and is realization. The differential stability and nonindependence of the various phonetic features were shown to provide insight into the substitution process.

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