scholarly journals Collocations of high frequency words in nursing research articles and The Academic Collocation List: Similarities and differences

ExELL ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 1-13
Author(s):  
Kaja Mandić ◽  
Izabela Dankić
Keyword(s):  
Nursing Students ◽  
Foreign Language ◽  
High Frequency ◽  
Research Articles ◽  
Teaching English ◽  
Microsoft Excel ◽  
High Quality ◽  
Academic Fields ◽  
Medical Library ◽  
Similarities And Differences

AbstractThe main objective of this corpus-based study is to research the most frequent two-word collocations in the corpus of nursing scientific articles and compare this newly assembled list of nursing collocations with the Academic Collocation List (ACL). The nursing scientific articles corpus (NSAC) used in this study comprises 1,119,441 words from 262 articles of 10 high-quality journals from the Medical Library Association list which nursing students can freely access. The focus is on noun-noun and noun-adjective collocations. The selected articles were converted into txt files using the ABBYY Fine Reader. WordSmith Tools 7.0 and TermeX were used for noun and collocation extraction. The newly assembled Nursing Collocation List (NCL) and the ACL were compared using Microsoft Excel 2016. A total of 488 collocations were identified in the NSAC and the NCL contains 234 (47.9%) noun + noun and 254 (52.1%) adjective + noun collocation combinations. The most frequent two-word collocation is health care and it appeared 618 times in the NSAC. The ACL (2,469) and the NCL (488) share 123 two-word collocations. Although there are some correspondences between collocations in the two corpora, key nursing collocations with notably higher frequencies are identified in the NSAC (365). Despite the fact that the ACL is the most extensive collocation list across different academic fields and it certainly plays an important role in teaching English as a foreign language, this study suggests that it does not provide key nursing collocations for improvement of nursing collocation competence.

scholarly journals Contrastive Analysis of British and American English in Relation To Teaching English as a Foreign Language

2021 ◽  
Vol 4 (2) ◽  
pp. 2367-2372
Author(s):  
Novalina Sembiring
Keyword(s):  
Foreign Language ◽  
Research Finding ◽  
American English ◽  
Contrastive Analysis ◽  
Teaching English ◽  
British English ◽  
Descriptive Research ◽  
Similarities And Differences ◽  
The Difference ◽  
Descriptive Method

This research was a descriptive research which was aimed at finding out the similarities, dissimilarities and the contributions of the contrastive analysis on teaching English as a foreign language. The data of this research were collected through library and internet sources. The researchers use comparative descriptive method to analyse the data. The obtained results was the comparison of American and British English in vocabulary, grammar, spelling, pronunciation and the contributions of them in teaching English as a foreign language. The research finding shows that British and American English are very similar in many aspects. Even though British and American English are mostly similar, they also have some differences. The difference of British and American English can be found in terms of vocabulary, grammar, spelling and pronunciation. Among them, vocabulary is the largest one. It is suggested that lecturers and teachers aware of the similarities and differences between British and American English in teaching English as a foreign language so that it will lead to the successful teaching of English including its varieties.

scholarly journals Non-native writers and the use of appraisal resources in research article introductions

2019 ◽  
Vol 8 (3) ◽  
pp. 638 ◽  
Author(s):  
Sri Wuli Fitriati ◽  
Yuni Awalaturrohmah Solihah
Keyword(s):  
Foreign Language ◽  
Textual Analysis ◽  
Research Articles ◽  
Quality Research ◽  
Research Article ◽  
Similarities And Differences

Writing an introduction section of a research article usually requires the interpersonal voice and arguments for building up a sense of persuasiveness that will entice readers. A quality research article introduction can be achieved by using appraisal resources to represent the writers’ ideas and propositions effectively. Using twenty introduction sections of research articles written in English by Indonesian and Chinese writers as non-native writers, this study examines the use of appraisal resources and compares their distributions. By employing textual analysis and using Appraisal resources theory drawn from the work of Martin and White (2005), the findings reveal that there are both similarities and differences in the distribution of appraisal resources between Indonesian and Chinese writers in the introduction sections of research articles. In terms of similarities, both Indonesian and Chinese writers use attitude (appreciation), expand (engagement), and force (graduation) as the most used appraisal resources in their writing. What is different, however, is that the Indonesian writers seem more likely than Chinese writers to use appraisal resources overall, except for graduation resources, which were used more often by the Chinese writers. This article discusses some of the pedagogical implications for those who are teaching students of English as a foreign language and want to improve and strengthen their voice and arguments in the writing of research article introductions.

scholarly journals Lingvodidakticheskie osnovy prepodavaniia inostrannogo iazyka bakalavram proizvodstvennogo menedzhmenta

2020 ◽  
pp. 19-30
Author(s):  
Nadezhda Sergeevna Volkova
Keyword(s):  
Foreign Language ◽  
Production Management ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Professional Competencies ◽  
Approaches To Teaching ◽  
Teaching English ◽  
High Quality ◽  
Management Students

The article deals with the linguodidactic basics of foreign language teaching to production management students – future specialists in technical and managerial fields. Starting from the aims and goals of foreign language teaching the article describes professional competencies which are developed in the course of studying English, and the approaches to teaching it, elaborating on the tasks that need to be solved for the development of a high-quality methodological model of teaching English to production management students.

A walk in the Garden of Diverse Cultures When Teaching English as a Foreign Language

2017 ◽  
Vol 1 (3) ◽  
pp. 157
Author(s):  
Kusumarasdyati .
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Cross Cultural ◽  
English Department ◽  
State University ◽  
Teaching English ◽  
Cultural Understanding ◽  
Similarities And Differences ◽  
Teaching Learning ◽  
Diverse Cultures

<p>It is virtually impossible to teach a foreign language without teaching the culture where this language is spoken as a mother tongue because the use of a language relies heavily on the culture observed by the speakers. This principle also applies to the teaching of English in Indonesia, where it is spoken as a foreign language. The present paper aims to describe how the native cultures and the target cultures are explored in a course offered by the English Department of Universitas Negeri Surabaya (State University of Surabaya) in an effort to build understanding across cultures through their similarities and differences. While this may be a tedious task to accomplish due to the multicultural backgrounds of the learners and their diverse experiences that shape their personal opinions, it does not necessarily mean that cross-cultural understanding is impossible to achieve. It should be approached with appropriate methods to ensure that the teaching-learning process can yield the desired results. In addition, learners are engaged in a variety of motivating activities that not only have them examine how their native and target cultures are alike or different, but also give them relevant experiences that can lead to understanding.</p><p> </p><p><strong>Keywords: </strong><em>TEFL, foreign language, culture, cross-cultural understanding<strong></strong></em></p>

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

English Vocabulary in the Mind of Student

2019 ◽  
Vol 7 (2) ◽  
pp. 150-159
Author(s):  
Suharyanto H Soro
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Participant Observation ◽  
Teaching English ◽  
Individual Interviews ◽  
English Class ◽  
Actual Application ◽  
Concrete Form ◽  
The Many ◽  
The Mind

Lecturer plays an important role in teaching Englishas a foreign language, in spite of the success of teaching English itself depends on the many factors, one of them is students’ participation in the English class. In the other words, the teaching of English becomes useful and more systematically when the lecturer is fully aware of the aims and values of teaching of English subject since the core principle of any teaching  is “know what you do and only do what you know”. Hence it is essential to understand the aims and values of teaching English. In linguistics study,performance and competence are different, competence is study about language rules in the abstract form or one’s capacity to use a language, while performance is the application of one’s ability in the concrete form, or the actual application of this competence in speaking or listening. Chomsky (1965:18) said that  performance is the effect or the application of competence. Further he said that clearly, the actual data of linguistic performance will provide much evidence for determining the correctness of hypotheses about underlining linguistic structure. Notice the following figure. The data collection procedures in the present study are based on classroom participant observation, student interviews, and questionnaire  are the primary sources of data collection. As a point of departure, unstructured interviews conducted with English and students to gain initial understanding of the learning English as a foreign language. This also serves as a pilot study, paving the way for designing the guidelines for the semi structured individual interviews. Notes taken in these unstructured interviews were included in the data analysis. Taking lecture involves the lecturer and the students in formal setting. Lecturer is one who transfers special knowledge (English teaching materials) to his students in form of academic setting. They are engaged in academic norms, for example lecturer has qualified education (magister or doctorate degree) and the students  have already registered their status as a university student. The lecturer’s function is threefold. In the presentation stage of the material, the lecturer serves as a model, setting up situations in which the need for the target structure is created and modeling the new structure for students to repeat. The lecturer was required to be skillful manipulator, using questions, commands, and other cues to elicit correct sentences from the students. The students wanted the lecturer to give more opportunities for English practice. They can learn from mistakes and develop in real situation. Role play is one of methods can be applied in teaching English. The students like this methods (96%) because they can imitate and practice their English pronunciation.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

A Bibliometric Analysis of Global Research on Lophomonas sp. in Scopus (1933-2019)

2020 ◽  
Vol 20 ◽  
Author(s):  
Masoud Keighobadi ◽  
Maryam Nakhaei ◽  
Ali Sharifpour ◽  
Ali Akbar Khasseh ◽  
Sepideh Safanavaei ◽  
...  
Keyword(s):  
Bibliometric Analysis ◽  
International Collaboration ◽  
Research Articles ◽  
High Quality ◽  
The Real ◽  
The Us ◽  
The World ◽  
Scopus Database ◽  
Number Of Publications ◽  
Global Research

Background: This study was designed to analyze the global research on Lophomonas spp. using bibliometric techniques. Methods: A bibliometric research was carried out using the Scopus database. The analysis unit was the research articles conducted on Lophomonas spp. Results: Totally, 56 articles about Lophomonas spp. were indexed in the Scopus throughout 1933-2019 ( 87 years ) with the following information: (A) The first article was published in 1933; (B) 21 different countries contributed in studies related to Lophomonas spp.; (C) China ranked first with 16 publications about Lophomonas spp.; and (D) “Brugerolle, G” and “Beams, H.W.” from France and the US participated in 4 articles respectively, as the highest number of publications in the Lophomonas spp. network. Discussion: After 87 years, Lophomonas still remains unknown for many researchers and physicians around the world. Further studies with high quality and international collaboration are urgently needed to determine different epidemiological aspects and the real burden of the mysterious parasite worldwide.

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