scholarly journals The paradigm of Hungarian -ik verbs and their current position in the verb system and the language use

2020 ◽  
Vol 71 (3) ◽  
pp. 393-408
Author(s):  
István Kozmács
Keyword(s):  
High School ◽  
High School Students ◽  
Language Use ◽  
Current Position ◽  
School Students ◽  
Value Judgment ◽  
Standard Solution ◽  
Hungarian Language ◽  
Language Renewal

Abstract The article deals with the typology of the paradigms of Hungarian verb and describes the phenomenon of the originally medial-reflexive -ik verbs of Hungarian. The article presents the problems caused by the use of the paradigm revived by the Hungarian language renewal in the 19th century and compares the use of the -ik verbs by bilingual Hungarian students in Slovakia with their contemporaries in Hungary. The result of the study shows that Hungarian high school students in Slovakia are more likely to search for standard variants compared to their Hungarian peers if they feel that using a non-standard solution could lead to a negative value judgment.

scholarly journals Language as a Status Symbol of Power in Social Interactions at a Multicultural School in the City of Medan

2017 ◽  
Vol 20 (3) ◽  
pp. 264
Author(s):  
Ahmed Fernanda Desky ◽  
Pujiati Pujiati ◽  
Muba Simanihuruk ◽  
Rizabuana Ismail ◽  
Ria Manurung
Keyword(s):  
High School ◽  
High School Students ◽  
Multicultural Education ◽  
Social Life ◽  
Language Use ◽  
Interaction Patterns ◽  
School Students ◽  
Pilot School ◽  
Multicultural School ◽  
The City

One’s habit in language use is influenced by daily social life structures thereby creating different interaction patterns both individually or as a group. Sociology of language critically analyzes the use of language as a symbol of power which dominates the arena in a multicultural school. This research utilizes mixed methods as it is considered capable of finding and answering the issues and problems under examination. The location of research was Sultan Iskandar Muda High School which is the only multicultural education curriculum based pilot school in the city of Medan. The informants in this study were the principal, teachers, and students while the respondents were samples of high school students totaling 86 individuals. Research results show that one’s power in language use is determined by one’s interest in using language. School power and individual power has different portions when positioning one’s self during interactions. Although power is coercive in nature, the community must submit to rules of the school. The power of the school in determining language emphasizes values of nationalism, which is different to individual or group power which adjusts the language to the situation at hand so that relations of language use has its own portion of interaction in the multicultural school.

scholarly journals Language use, language attitude, and identity: Perceptions of high school students attending an international school in Jakarta

2021 ◽  
Vol 8 (1) ◽  
pp. 381-396
Author(s):  
Katharina Endriati Sukamto ◽  
Maria Fe Suganob Nicolau ◽  
K.R. Vinitha Rani ◽  
Sugiyanta Sugiyanta
Keyword(s):  
High School ◽  
High School Students ◽  
Language Use ◽  
First Language ◽  
International School ◽  
Home Language ◽  
School Students ◽  
Strongly Connected ◽  
Language Attitude ◽  
Depth Interviews

This study explores the perceptions of high school students who attend an international school in Jakarta towards language use, language attitude, and identity. One hundred sixty-five students aged between 15-18 years old participated in this study. They were divided into three categories based on their nationalities, namely (1) Indonesian students who were born and raised in Indonesia, (2) Indonesian students who were born and raised outside Indonesia, and (3) non-Indonesian students (expatriates) who were studying in Indonesia. The data were collected using a survey and in-depth interviews. The findings reveal that the majority of the students in the first and second categories were more comfortable with both oral and written English rather than their first language. However, for the expatriates in the third group, they could express themselves better when they used their first language. Generally, their attitude towards their home language was quite positive. The need to speak their first language (e.g., Korean, Hindi) was a gateway to connect with friends and relatives who did not speak English. As for the students’ identity, this study reveals that although the students were more fluent in English, they felt that they were strongly connected to their country of birth. This study draws out the pedagogical implication that the use of English as a medium of instruction can be quite critical, especially for Indonesian students, as it may have an impact on the loss of their home language.

scholarly journals PROCESS WRITING APPROACH IN ENHANCING HIGH SCHOOL STUDENTS’ ESL WRITING COMPETENCY

2021 ◽  
Vol IV (4) ◽  
pp. 51-62
Author(s):  
Justine P. Sarmiento ◽  
◽  
Ruth A. Ortega-Dela Cruz ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Language Use ◽  
Traditional Approach ◽  
Senior High School ◽  
Process Writing ◽  
School Students ◽  
Population Sampling ◽  
The Impact ◽  
Senior High School Students

This study was conducted to determine the impact of using process approach in writing narrative composition for Senior High School students who were taking Reading and Writing subject. It focused on determining students’ progress in writing narrative composition in terms of organization, coherence, appropriate language use, and mechanics. The study used quasi-experimental one-group pretest-posttest design wherein the respondents, who were chosen through total population sampling, underwent pre-test in which they were tasked to write narrative composition using traditional approach. Process writing approach was implemented with the use of activity manual as teaching- learning guide wherein the final output was evaluated as post-test of the study. Based on the findings, Senior High School students were not competent in writing narrative composition especially in terms of coherence, appropriate language use and mechanics using traditional approach. But with the use of process writing approach, the students were assessed to become proficient in four writing competencies. Thus, the study recommended the use of process writing approach as it was found effective in enhancing students’ competency in writing narrative composition.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

Sign in / Sign up

Export Citation Format

Share Document