scholarly journals TRANSLATION STRATEGIES OF ISLAMIC TERMS USED BY ENGLISH LECTURERS IN ENGLISH CONVERSATIONS

2020 ◽  
Vol 8 (2) ◽  
pp. 877-887
Author(s):  
Leffi Noviyenty ◽  
Fakhruddin ◽  
Taqiyuddin ◽  
Bukman Lian
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Native English Speakers ◽  
Learning Processes ◽  
English Speakers ◽  
General Sense ◽  
Translation Strategies ◽  
Word Use ◽  
Loan Words ◽  
English Speaking

Purpose of the study: This study aimed at finding out the Islamic terms used as well as translated by English lecturers in English conversations, the strategies used by English lecturers in translating the Islamic terms in English conversations, the reasons why they use the strategies, and the contexts when they use and translate the Islamic terms in English conversations. Methodology: This research applied a qualitative study by involving seven English lecturers at State Islamic Institute of Curup, Bengkulu, Indonesia. The data were garnered from interviews and observations. The data were analyzed using an interactive model of data analysis. Main Findings: This research has found that the English lecturers used, and to some extent translated nineteen Islamic terms during English conversations. Those terms subsumed Assalammu’alaikum Warahmatullahi wa barakaatuh, InshaAllah, Bismillahirrohmannirrohiiim, Alhamdulillah, Adzan, Aamiiin, Allahuakbar, Haram, Halal, Ka’bah, Munkar, Subhanallah, Al-Qur’an, Iman, Sholat, hajj, Saum, Allah, and Masjidil Haram. Most of the lecturers used borrowed or loan words and general word-use or synonymous word strategies in translating the Islamic terms. There were some reasons for the uses of borrowing or general word-use strategies. For the use of borrowing strategy, the reasons were: first they had limited vocabularies for Islamic terms. Second, they borrowed the Islamic terms because such terms had already been common to be used in their original forms. Third, they lacked of knowledge on the translation of Islamic terms in English. Fourth, they wanted to Maintain Moslem’s identity. Subsequently, for the use of general word-use strategy or synonym, the lecturer applying this strategy had a reason that in English speaking the Islamic terms should be translated into English albeit using words with similar meanings in a general sense. Furthermore, the Islamic terms were mostly used in the classrooms and in the opening as well as closing of teaching and learning processes. Applications of this study: This research will be useful for universities, lecturers, students, and non-native English speakers that are common to be engaged in English conversations framed by Islamic discourses. Novelty/Originality of this study: Many studies as regards the English translation of Islamic terms have been conducted in the field of a written mode of translation. However, to the best of the researchers’ knowledge, very few studies have been oriented towards translation strategies of Islamic terms in a spoken mode, or in this regard, English conversations. This case is worth researching, and this research seeks to fulfill this gap.

The Semantic Features of “v+adv” in Native English Public Speaking Setting

2018 ◽  
Vol 8 (12) ◽  
pp. 1636
Author(s):  
Huijuan Wang ◽  
Yufeng Zou
Keyword(s):  
Corpus Linguistics ◽  
Teaching And Learning ◽  
Public Speaking ◽  
Native English Speakers ◽  
English Speakers ◽  
Semantic Features ◽  
Business Elites ◽  
Corpus Study ◽  
Part Of Speech ◽  
Semantic Prosody

This paper explores and concludes the features and semantic prosodies of adverbs in public speaking setting by native English speakers through a corpus-driven approach. The corpus used is a sub-corpus (CES_C) from the self-built corpus (CES) comprising of 177 texts (type token) that are original and authentic speeches delivered by celebrities from UK and US. The speakers of these speeches are varied from all walks of life including presidents, business elites and etc. In terms of research methodology, this study is conducted both the quantitative approach of corpus linguistics and the qualitative approach of observation. By annotated part-of-speech (POS) with Treetagger tool, the study examined the occurrence frequency of adverbs and listed top 30 high-frequency adverbs employed in the corpus. Then different categories of adverbs were analyzed in terms of semantic function, and the frequency of occurrence was calculated respectively. The results shows the use of adverbs only accounts for 5% of all the words which is relatively lower than the use of other part of speech. Besides, some adverbs have certain semantic orientations based on different categorized adverbs, which provides intuitive reference resources for English public speaking teaching and learning in ESL/ EFL community. In addition, the combination of research focuses such as corpus, semantic prosody, public speaking and adverbs can be used as reference to enlarge the scope of corpus study and enhance the level of public speaking research.

Strategies For Improving Academic Performance By Non-Native English Speakers In Graduate Programs

2011 ◽  
Vol 8 (12) ◽  
pp. 1 ◽  
Author(s):  
Tracye A. Todd ◽  
Terrye A. Stinson ◽  
Thillainatarajan Sivakumaran
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Graduate Programs ◽  
Native English Speakers ◽  
English Speakers ◽  
Academic Needs ◽  
The Past ◽  
English Speaking ◽  
Native English Speaking ◽  
K 12

Over the past decade, the number of non-native English speaking students in higher education has increased dramatically. Educators at all levels have experienced challenges in meeting the academic needs of these students and continue to seek strategies for addressing these challenges. This paper describes some of this research related to K-12 and suggests ways for applying the results to improve the academic performance of non-native English speaking students in U.S. graduate programs. Educators in higher education can benefit from the research focused on K-12 and should seek ways to replicate the successful strategies in the graduate classroom.

scholarly journals Non-native English-speaking English language teachers: History and research

2008 ◽  
Vol 41 (3) ◽  
pp. 315-348 ◽  
Author(s):  
Lucie Moussu ◽  
Enric Llurda
Keyword(s):  
Graduate Students ◽  
English Language ◽  
Native English Speakers ◽  
Language Teachers ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speakers ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
English Speaking

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

scholarly journals NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY

2019 ◽  
Vol 7 (2) ◽  
pp. 27
Author(s):  
Tariq Elyas ◽  
Noor Motlaq Alghofaili
Keyword(s):  
Language Proficiency ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Efl Learners ◽  
Ex Post ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��

L2 Acquisition of Spanish VOT by English-Speaking Immigrants in Spain

2020 ◽  
Vol 13 (2) ◽  
pp. 361-389 ◽  
Author(s):  
Timothy L. Face ◽  
Mandy R. Menke
Keyword(s):  
Native Speakers ◽  
Voice Onset Time ◽  
Onset Time ◽  
Native English Speakers ◽  
English Speakers ◽  
L2 Acquisition ◽  
L2 Phonology ◽  
Long Time ◽  
English Speaking ◽  
Considerable Individual Variation

AbstractPrevious studies of native English speakers learning Spanish as a second language (L2) document compromise voice onset time (VOT) values; however, the focus has been predominantly on voiceless stops and has almost exclusively investigated beginning and intermediate learners. This study fills a gap in the literature by considering the acquisition of VOT in both voiceless and voiced Spanish stops by long-time native English-speaking residents of Spain. Overall, the results show that the L2 speakers’ VOT values differ from those of native speakers across all stop consonants; yet L2 speakers’ productions of voiceless, as opposed to voiced, stops more closely approximate those of native speakers. Considerable individual variation is observed as no speaker achieves native-like performance overall, and no consonant is mastered by more than half of the speakers. Results are considered in light of what they contribute to our understanding of ultimate attainment of Spanish VOT, specifically, and L2 phonology more generally.

scholarly journals The Implementation of Classical Puppet Drama Performance to Improve English Speaking Skill for International Class Program Students

2020 ◽  
Vol 1 (2) ◽  
pp. 116-123
Author(s):  
Sari Famularsih
Keyword(s):  
Qualitative Research ◽  
Group Work ◽  
Teaching And Learning ◽  
Body Language ◽  
Learning Processes ◽  
Self Confidence ◽  
Speaking Skill ◽  
English Speaking ◽  
The Voice

This study analysed the implementation of classical puppet drama performance to improve students’ speaking skill in International Class Program of one of universities in Salatiga. The teaching and learning processes in drama class were(1 ) asking the students with the question, (2) designing drama project plan, (3) creating drama preparation schedules, (4) monitoring the students in preparing the drama, (5) assessing the outcome, and (6) evaluating students’ drama performance. This study was qualitative research in the form of case study. To collect the data the researcher used observation, interview, documentation, and questionnaire. The results showed that by using drama performance, students can improve their pronunciation, fluency, accuracy, handle the voice, and body language to improve their self-confidence to speak in English. Moreover, the used of 4Cs skills activities namely critical thinking, communication, collaboration, and creativity skills in the classroom can stimulate students to improve their group work and interaction among students.    

scholarly journals The Choice of Tense in Translation into the Second Language

2016 ◽  
Vol 4 (2) ◽  
pp. 187
Author(s):  
Meng-Lin Chen ◽  
Dahui Dong
Keyword(s):  
Second Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Past Tense ◽  
Source Text ◽  
Present Perfect ◽  
Parallel Corpus ◽  
English Writing ◽  
English Speaking ◽  
Native English Speaking

<p><em>English tense is widely believed as one of the most problematic areas in the “interlanguage”, which includes non-native English speakers’ English writing and translations into the translator’s second language. This study aims to investigate the relationships between the tense choice in translation, the tense in the Chinese source text, and the translation competence of translators. A small Chinese-English parallel corpus has been built with 127 translations of Chinese press editorials by experienced native English speaking translators, experienced native Chinese speaking translators, and novice native Chinese speaking translators. Cross-tabulate analyses of this study have shown that the three groups of translators differ from one another significantly in their handling of marked Chinese past tense verbs, while they do not when translating Chinese sentences with contextually marked tense. This study suggests that in order to improve their translation </em><em>quality</em><em>, (1) experienced native Chinese speaking translators need to increase the</em><em> percentages</em><em> of Present Simple, Present Progress, Present Perfect, and Past Simple, and reduce the</em><em> percentag</em><em>e</em><em>s</em><em> of Past Perfect</em><em> in their translation</em><em>; (2) novice native Chinese speaking translators need to increase the</em><em> percentages</em><em> of Present Simple, and Present Progress, and reduce the </em><em>percentages</em><em> of Past Perfect, Past Simple, and Present Perfect</em><em> in their translation.</em><em> </em></p>

Classroom discourse

1993 ◽  
Vol 16 (1) ◽  
pp. 37-56 ◽  
Author(s):  
Jane Torr
Keyword(s):  
Classroom Discourse ◽  
Classroom Practices ◽  
Speech Act ◽  
Native English Speakers ◽  
Ethnic Composition ◽  
English Speakers ◽  
Different Types ◽  
Teachers And Students ◽  
Group Lessons ◽  
English Speaking

This paper discusses some of the results of a pilot study of spontaneous teacher/child discourse in two Year 1 Sydney classrooms (children aged 6 and 7 years). The two classrooms differed greatly in terms of their ethnic composition; in one class, the majority of children came from non-English speaking backgrounds, while in the other class, all the children were native English speakers. The teachers and students were taped during typical group lessons, and the resulting data were transcribed and analysed using a speech act framework (Hasan’s message semantics network). The results showed significant differences between the discourse in the two classrooms; for example, the teacher of the non-English speaking background class spoke more frequently than the teacher of native English speakers, and she asked different types of questions. The children from non-English speaking backgrounds rarely participated in the classroom conversation. These results suggest that further investigation in the area is justified, in order to determine how typical these differences are, and the extent to which the differences are educationally significant in terms of classroom practices currently followed with ESB and NESB children.

Emotion in the Turing Test

2009 ◽  
pp. 325-349 ◽  
Author(s):  
Huma Shah ◽  
Kevin Warwick
Keyword(s):  
Artificial Intelligence ◽  
Emotional Intelligence ◽  
Emotional State ◽  
Native English Speakers ◽  
Turing Test ◽  
Downward Trend ◽  
English Speakers ◽  
Alan Turing ◽  
English Speaking ◽  
Human Judge

The Turing Test, originally configured as a game for a human to distinguish between an unseen and unheard man and woman, through a text-based conversational measure of gender, is the ultimate test for deception and hence, thinking. So conceived Alan Turing when he introduced a machine into the game. His idea, that once a machine deceives a human judge into believing that they are the human, then that machine should be attributed with intelligence. What Turing missed is the presence of emotion in human dialogue, without expression of which, an entity could appear non-human. Indeed, humans have been confused as machine-like, the confederate effect, during instantiations of the Turing Test staged in Loebner Prizes for Artificial Intelligence. We present results from recent Loebner Prizes and two parallel conversations from the 2006 contest in which two human judges, both native English speakers, each concomitantly interacted with a non-native English speaking hidden-human, and jabberwacky, the 2005 and 2006 Loebner Prize bronze prize winner for most human-like machine. We find that machines in those contests appear conversationally worse than non-native hidden-humans, and, as a consequence attract a downward trend in highest scores awarded to them by human judges in the 2004, 2005 and 2006 Loebner Prizes. Analysing Loebner 2006 conversations, we see that a parallel could be drawn with autistics: the machine was able to broadcast but it did not inform; it talked but it did not emote. The hidden-humans were easily identified through their emotional intelligence, ability to discern emotional state of others and contribute with their own ‘balloons of textual emotion’.

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