scholarly journals CLASSROOM SHARING EXPERIENCES: BUILDING STUDENTS’ AWARENESS FOR PROBLEM SOLVING IN TRANSLATING POETRY

2015 ◽  
Vol 15 (2) ◽  
pp. 161
Author(s):  
Sri Handayani ◽  
Sri Harto
Keyword(s):  
Problem Solving ◽  
English Language ◽  
State University ◽  
Translation Process ◽  
Literary Works ◽  
Course Materials ◽  
Critical Knowledge ◽  
Self Confidence ◽  
Language And Literature ◽  
Target Languages

AbstrakPenelitian ini bertujuan menggambarkan pengalaman mahasiswa untuk membangun kepedulian dalam mengatasi masalah khususnya pada penerjemahan puisi.  Data penelitian dikumpulkan melalui kuesioner, wawancara dan observasi kelas yang melibatkan 85 orang mahasiswa semester enam dari dua kelas yang berbeda dan dua orang dosen pengampu mata kuliah Translating Literary Works di  Program Studi Bahasa dan Sastra Inggris pada salah satu perguruan tinggi negeri di kota Bandung. Kuesioner dilengkapi oleh 55 mahasiswa dari 85 yang terlibat dalam penelitian.  Wawancara dilakukan untuk melengkapi dan mengecek kebenaran informasi yang diperoleh melalui kuesioner.  Selain itu, observasi kelas dilakukan di dua kelas paralel untuk melihat aktivitas belajar mengajar yang dilakukan oleh dua orang dosen dan mahasiswa dari dua kelas tersebut. Observasi difokuskan pada materi perkuliahan, metode dan teknik pengajaran yang diterapkan oleh dosen, masalah yang dihadapi dan teknik yang digunakan untuk menyelesaikan masalah dalam penerjemahan puisi.  Data dianalisis berdasarkan beberapa teori penerjemahan yang relevan.  Hasil penelitian menunjukkan bahwa pengalaman mahasiswa yang disampaikan di dalam kelas memberikan beberapa keuntungan bagi mereka karena berbagi pengalaman di dalam kelas mampu: (1) memotivasi mahasiswa untuk menyelesaikan pekerjaan penerjemahan secara lebih serius karena mereka dituntut untuk menyajikan hasil karya terjemahan di dalam kelas; (2) membangun rasa percaya diri mahasiswa dalam menerjemahkan karena hasil terjemahannya akan diberikan umpan balik; (3) melatih kemampuan mahasiswa menganalisis masalah untuk mencari jalan keluar yang sesuai; (4) memperkenalkan mahasiswa terhadap pengetahuan kritis bahasa sumber dan bahasa sasaran; dan (5) membangun kepedulian mahasiswa agar masalah yang muncul dalam proses penerjemahan yang sangat kompleks dapat diselesaikan.Kata kunci: berbagi pengalaman, kepedulian, penyelesaian masalah AbstractThis research was aimed at describing the classroom sharing experiences to build students’ awareness dealing with the problem solving in translating poetry. The data were collected through questionnaire, interview and classroom observation involving 85 sixth semester students in two different classes and two lecturers of Translating Literary Works course at the English Language and Literature Studies in one state university in Bandung city.  The questionnaire was completed by 55 (out of 85) students invited to fill in the questionnaire. Interview was done to complete and cross check the information derived from the questionnaire.  Meanwhile, the observation was administered in the two parallel classes to observe the activities done by the two lecturers and students in the two classes.  The observation was focused on the course materials, teaching methods and techniques applied by the lecturers, problems faced and techniques used to solve the problems by the students in translating poetry. The data were then analyzed based on some relevant theories of translation.  The result of the research showed that the classroom sharing experiences gave some advantages to the students with several reasons: (1) motivating students to do their translation works more seriously since they had to present their translation works to the class; (2) developing the students’ self-confidence in translating the tasks since their translation works were given some feedbacks; (3) training the students to analyze the problems to find out the most appropriate techniques to solve the problems; (4) introducing the students to have more critical knowledge of both source and target languages; and (5) building the students’ awareness of how the problems appeared in a very complex translation process were solved. Keywords: awareness, problem solving, sharing experience

scholarly journals A Qualitative Study on Speaking Anxiety among Pre-Service Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 34-39
Author(s):  
Abdu Rahim III Kenoh
Keyword(s):  
Qualitative Study ◽  
English Language ◽  
Public Speaking ◽  
Sampling Technique ◽  
State University ◽  
Speaking Anxiety ◽  
High Expectations ◽  
Self Confidence ◽  
Actual Speech ◽  
Convenience Sampling

Despite being competent in the English language, pre-service teachers struggle a lot when it comes to public speaking. Their ability to deliver and speak competently is hindered by speaking anxiety. The purpose of this study is to determine the causes of speaking anxiety among pre-service teachers and identify how pre-service teachers cope up with speaking anxiety. This study was administered to 7 pre-service teachers using a convenience sampling technique from a reputable public state university in Southern Philippines. The findings showed that speaking anxiety among pre-service teachers is caused by the fear of committing mistakes, having high expectations from the audience, nervousness, and lack of preparation. Additionally, the techniques used by pre-service teachers to cope up with speaking anxiety include preparing an outline, practicing before the actual speech, and boosting one’s self-confidence. Research revealed that speaking anxiety can be eased by employing techniques such as exposure to speaking engagements, preparation, and believing in oneself.

scholarly journals Problems with Pronunciation Among Students of English Language and Literature-Seeu

SEEU Review ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 113-125
Author(s):  
Arta Toçi
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
English Language ◽  
Native Speakers ◽  
Experienced Teacher ◽  
Self Confidence ◽  
Language And Literature ◽  
Native Speakers Of English ◽  
Complex Forms ◽  
English Students

Abstract Everybody who has learned English as a second or foreign language knows that for reaching intermediate levels, English is an easy language regarding grammar and vocabulary; however, when reaching advanced levels, the learners are faced with complex forms of morphology, syntax, and most obviously, they are faced with the difficulties that pronunciation presents. These are mainly the problems that occur with the English students whose native language is other than English. An experienced teacher of non-native speakers of English can easily recognize the causes of mispronunciation, which in most cases are lack of vocabulary, lack of practice, bad teaching experiences, lack of direct contact with the language, and lack of self-confidence. There are quite a lot of words in English, which are often mispronounced. Those who have just started to learn English as a foreign language, students at primary schools, adults using English as a means of communication and as a working tool, such as businessmen, politicians, administrators, doctors, accountants, and those studying English for teaching purposes, even the teachers of English are faced with the problems of proper pronunciation of words in English. The aim of this research is to identify the problems that the students in the Department of English Language and Literature in the Faculty of Languages, Cultures and Communication face with when they deal with pronunciation of lexical words.

A comparison with English language and literature department programme competencies

2018 ◽  
Vol 5 (5) ◽  
pp. 78-84
Author(s):  
Figen Kizil ◽  
Mustafa Cem Babadogan
Keyword(s):  
Higher Education ◽  
English Language ◽  
Common Ground ◽  
Bologna Process ◽  
State University ◽  
European Higher Education Area ◽  
Language And Literature ◽  
European Higher Education ◽  
The Right ◽  
The Universe

The idea of establishing the European Higher Education Area (EHEA), aiming to establish a balance between diversity and unity among higher education institutions, started with the Sorbonne Declaration, first published in 1998.The EHEA seeks to ensure that higher education systems are compatible and comparable to one another while preserving their unique differences. This study is aimed to examine the programme competencies of the Department of English Language and Literature. To represent the universe, a state university offering education in English Language and Literature from Turkey’s seven regions are chosen, aimed to create a common language for writing the competencies and correct the existing programme competencies. In order to bring the programmes together on a common ground and to be recognised both nationally and internationally, it is important to ensure that the programme competencies are written in a more simplified way without creating comorbidity and classified in the right sub-categories. The study was carried out with case studies from qualitative research methods.Keywords: European Higher Education Area, Bologna process, Bologna information system, competence.

scholarly journals The Role of Literature in Achieving Proficiency in Language Use: The Case of ESL

2021 ◽  
Vol 3 (13) ◽  
pp. 27-35
Author(s):  
Geraldine Ifesinachi Nnamdi-Eruchalu
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Use ◽  
Literary Works ◽  
Functional Load ◽  
Language Status ◽  
Language And Literature ◽  
Comprehensible Input ◽  
Study Population

It has been observed that many users of English in Nigeria do not possess the required level of competence in the language despite its second language status, with its attendant high functional load. This paper seeks to discover the role of literature in achieving proficiency in the use of the English language. To this end, it is targeted at exploring literature in English as a veritable resource in achieving the required proficiency among Nigerian users of English as a second language. The study population consists of final year students of the Department of English language and Literature of Nnamdi Azikiwe University Awka in Nigeria. Questionnaires and participant observations were adopted as the instruments for data collection. It was discovered that students who have more exposure to literary works are more proficient in using the English language. It, therefore, concluded that making students read literary works, listen, dramatize, and recite them will acquaint them with the comprehensible input they need to achieve the requisite competence in the language.

scholarly journals The Nose-Bleed Syndrome: A Study on the Attitude of the College Students towards English Language Learning and Their Linguistic Self-Confidence in a Multi-Cultural Context

2016 ◽  
Vol 24 (1) ◽  
Author(s):  
Annie Mae C. Berowa
Keyword(s):  
Language Learning ◽  
Cultural Context ◽  
English Language ◽  
Group Discussion ◽  
The Philippines ◽  
Target Language ◽  
English Language Learning ◽  
State University ◽  
Job Interviews ◽  
Self Confidence

The expression “nose-bleed!” has become the most popular expression among Filipinos when asked to speak in English. In the Philippines, English is the most feared language. This fear is seen in classes where students feel so anxious that they may mispronounce a word or that they may commit grammatical inaccuracies. This also happens during job interviews when most of the applicants would sweat out while using English. The study was undertaken to determine the profile of the select students as respondents of the study, their attitude towards English language learning, and the situation/s that they feel linguistically confident in using the target language in a multi-cultural context. The study was conducted at the Mindanao State University (MSU), Main Campus, in the Islamic City of Marawi. The study utilized both quantitative and qualitative data collection and analysis procedures. Survey questionnaire and Focus Group Discussion (FGD) were employed. The questionnaire was administered to 129 randomly selected Job Enabling English Proficiency (JEEP) Program students, and then the FGD was conducted to probe further certain points that require illumination. It was concluded that the respondents have a positive attitude toward learning the English language. It was also disclosed that the linguistic self-confidence of the respondents leaned more on the situation-specific self-confidence.

scholarly journals POLITENESS IN MAKING REQUESTS USING MODAL AUXILIARIES IN EFL SPEAKING CLASS

2018 ◽  
Author(s):  
deny efita nur rakhmawati
Keyword(s):  
Qualitative Research ◽  
Research Method ◽  
English Language ◽  
Spoken Language ◽  
Islamic State ◽  
State University ◽  
Qualitative Research Method ◽  
Language And Literature ◽  
Modal Auxiliaries

People communicate each other mostly by using spoken language. During the communication, they cannot avoid using modal auxiliaries especially in asking their interlocutors which then it influences the politeness of the utterances. This research, therefore, discusses the students’ usage of modal auxiliaries in speaking class. Here, the modal auxiliaries are found during their performances in the classroom. It is integrated into the English Language and Literature classes in Sunan Gunung Djati Islamic State University in the year 2012. While carrying out the research, qualitative research method is employed. Data are mainly gathered through the observation by recording of students’ performances and interview. The research reveals that ‘can’ is the highest occurrence of modal auxiliaries used by the students (43%). Moreover, 90% students in speaking class tend to produce positive politeness. ‘Can’ is in the highest occurrence since the students think it as the simplest modal and most heard in daily communication, while the positive politeness tends to appear since they consider that they need to create refined communication with the interlocutors. At the end, it is hoped that this research might inspire the English lecturers to be more aware of students’ politeness during speaking English.

scholarly journals The impact of prep class education on effective English requestive e-mails written by students in Turkey

2021 ◽  
pp. 12-25
Author(s):  
Begum Bacak
Keyword(s):  
English Language ◽  
Speech Act ◽  
First Grade ◽  
Interlanguage Pragmatics ◽  
State University ◽  
Language And Literature ◽  
Native Speech ◽  
Request Strategies ◽  
The Impact ◽  
E Mail

For the past years, cross-cultural and interlanguage pragmatics have focused on native and non-native speech act descriptions, and only a small number of studies have investigated the preparatory class effect involved in speech act productions. To bridge the gap, this study aims to investigate the degree of directness and amount of lexical / phrasal internal and external modifications of requestive e-mails employed by 25 first grade students of English Language and Literature department with preparatory education and 25 first grade students of English Language and Literature department without preparatory education in their in a state university. It also aims to explore whether there is a difference between two groups according to the degree of imposition while making requests. The participants were given discourse completion tests in e-mail format including two different situations with low and high imposition levels and asked to write two requestive e-mails to their non-native professor. The e-mails were analyzed and classified based on Economidou-Kogetsidis’s (2011) framework which relies on Blum- Kulka et al. (1989) and Biesenbach-Lucas (2006, 2007). Based on the percentages and frequencies, the students with preparatory class education were compared to the students without preparatory class education, with respect to their usage of request strategies, lexical/phrasal internal modification and external modification. The results indicated that these two groups had both similarities and differences with respect to the degree of directness, the amount of internal and external modifications. Turkish ELL learners with and without prep class education employed more direct strategies in both situations. However, the group without prep class education employed more conventionally indirect strategies than the group with prep class education. None of the participants used non-conventionally indirect strategies. The group with prep class education used more internal modification than the group without prep class education. The most common internal modification was the consultative device in both groups. As for external modification, the group with prep class education utilized more supportive moves than the group without prep class education. Grounder was the most preferred supportive move by both groups.   Keywords: Turkish ELL learners; requestive e-mails; academic e-mails; directness.  

scholarly journals TASKS FOR DEVELOPING CULTURAL AWARENESS IN L2 COMMUNITY

2020 ◽  
pp. 171-179
Author(s):  
Madina ISAMUKHAMEDOVA
Keyword(s):  
Intercultural Communication ◽  
Cultural Awareness ◽  
English Language ◽  
Target Language ◽  
Historical Background ◽  
First Year ◽  
State University ◽  
Cultural Legacy ◽  
Language And Literature ◽  
The World

Abstract. The knowledge of English language has become an objective social need of nowadays, because for millions of people the English is a tool of their trade. Since English is the international means of exchange of information and experience, it is current need for businessmen, tradesmen, engineers, scientists and scholars all over the world. It is widely recognised that any language conceals cultural heritage of the nation as a language is the only instrument that conveys traditions, customs, stories, written manuscripts that indeed make up cultural legacy and historical background of a nation. In this article the researcher is going to analyze the importance of the term “cultural awareness” in EFL classrooms, as well as to work out, analyze and organize different tasks and activities which are directed to raise students’ awareness of culture norms in target language community. This will help students not only in gaining intercultural communication skills, but their proficiency in comprehension, interpretation, translation and production of written and oral texts as well. For the investigation the researcher selected thirty four students from two first year groups in the Tashkent State University of Uzbek language and literature.

scholarly journals INTERNET SEBAGAI SALAH SATU SUMBER BELAJAR PADA MATA KULIAH INTRODUCTION TO LINGUISTICS

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Suhaini M. Saleh, Titik Sudartinah
Keyword(s):  
English Language ◽  
The Internet ◽  
Motivation To Learn ◽  
State University ◽  
Study Program ◽  
Learning Resource ◽  
Language And Literature ◽  
The Subject ◽  
Use Of The Internet ◽  
Research Show

This article aims at describing the roles of the internet as a learning resource for students of Introduction to Linguistics at the Study Program of English Language and Literature, Yogyakarta State University. The research was a classroom action research conducted in a class consisting of twenty students in their third semester. In the research, the students were guided in order that they can maximize the use of the internet as an additional learning resource in the subject. The results of the research show that the internet is a useful medium from which students gain a lot of advantages that make them have higher motivation to learn linguistics. Thus, the students achieve higher marks at the end of the course.

scholarly journals Teaching Arabic Machine Translation to EFL Student Translators: A Case Study of Omani Translation Undergraduates

2020 ◽  
Vol 10 (2) ◽  
pp. 184
Author(s):  
Yasser Muhammad Naguib Sabtan
Keyword(s):  
Machine Translation ◽  
Undergraduate Students ◽  
English Language ◽  
Arab World ◽  
Future Career ◽  
Language And Literature ◽  
Target Languages ◽  
Arabic And English ◽  
The One

The present paper describes a machine translation (MT) course taught to undergraduate students in the Department of English Language and Literature at Dhofar University in Oman. The course is one of the major requirements for BA in Translation. Fifteen EFL translation students who were in their third year of study were enrolled in the course. The author presents both the theoretical and practical parts of the course. In the theoretical part, the topics covered in the course are outlined. As for the practical part, it focuses on the translation students’ post-editing of online MT output. This is beneficial to the students as free online MT systems can potentially be used as a means for improving student translators’ training and EFL learning. This is achieved through subjecting MT output to analysis or post-editing by the students so that they can focus on the differences between the source and target languages. With this goal in mind, assignments were given to the students to post-edit the Arabic and English MT output of three free online MT systems (Systran, Babylon and Google Translate), discuss the linguistic problems that they spot for each system and choose the one that has the fewest number of errors. The results show that the students, with varying degrees of success, have managed to identify some linguistic errors with the MT output for each MT system and thus produced a better human translation. The paper concludes that there is a need to incorporate MT courses in translation departments in the Arab world, as integrating technology into translation curricula will have great effect on student translators’ training for their future career as professional translators.

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