scholarly journals Core Modals As Pragmatic Markers In Literary Discourse And Their Pedagogical Implications: A Systemic Fungsional Perspective

2018 ◽  
Vol 3 (1) ◽  
pp. 24
Author(s):  
Lalu Muhaimi ◽  
Lalu Nurtaat ◽  
Eka Fitriana
Keyword(s):  
Language Teaching ◽  
Descriptive Analysis ◽  
Functional Study ◽  
Literary Discourse ◽  
Narrative Fiction ◽  
The Core ◽  
Pragmatic Markers

This is a systemic functional study of the use of the items of pragmatic markers in a literary discourse. The aims of this study are to identify, analyze and describe the ways the items of pragmatic markers are used. Their contextual meanings, functions, and implication to the pedagogical attempts are also unfolded. The results of the interpretative and descriptive analysis reveal that the items of the core modals serving as pragmatic markers are found to be very dominant which also suggests that the genre of narrative fiction is linguistically characterized by the utterances that are established on the basis of knowledge and reasoning. The items of pragmatic markers are found to be polysemous and polyfunctional which are reflected pragmatically in the forms of politeness, negotiative and constructive functions. All these lead to the acknowledgement that the use of the items of pragmatic markers in literary discourse is important and their usage for language teaching in the applied linguistic contexts is worth conducting.

Literary discourse: theoretical and practical aspects

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Translation Studies ◽  
Foreign Language Teaching ◽  
Literary Discourse ◽  
Specific Character ◽  
Literary Narrative ◽  
National Literatures

The monograph is aimed at analyzing the specific character of the literary discourse, which is viewed in theoretical and practical aspects. The volume thematically falls into five sections; each of them reveals particular items of the literary narrative. Special attention is paid to the literary approaches to discourse, its linguistic and translating perspectives, its realization in national literatures and usage in foreign language teaching. The issues researched by the authors of the book reflect the actual problems in the branch of literature, linguistics, translation studies, pedagogics and methodology, and represent the variants of their solution. The edition is mainly addressed to scholars, post-graduates and students engaged in the Humanities, and all those who are interested in peculiarities of literary discourse.

scholarly journals Ideas for integrating meaningful immediate repetition tasks in the English as an additional language classroom: promoting fluency

2019 ◽  
Vol 10 (2) ◽  
pp. 32988
Author(s):  
Rafael Zaccaron
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
The Other ◽  
Teaching Approaches ◽  
The Core ◽  
Contemporary Research ◽  
Other Hand ◽  
Language Classroom ◽  
Speaking Skill

Although repetition is at the core of many different approaches to language learning, either implicitly or not, using this pedagogic practice in the additional language classroom is still negatively perceived by some teachers (Bygate and Samuda, 2005). For contemporary research, on the other hand, the use ofrepetition is not incongruous with communicative additional language teaching approaches that bring the use of tasks to the forefront. The use of immediate repeated tasks can benefit learners because it allows the possibility of repeating slightly altered tasks in a meaningful way. Bearing this in mind, this paper describes three immediate repetition tasks that focus on the speaking skill aiming at developing both fluency and accuracy. All are inherently suited for the additional language classroom and can be easily adapted to better suit specific contexts.

scholarly journals The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in A Saudi University Context

2021 ◽  
Vol 14 (12) ◽  
pp. 171
Author(s):  
Ahmed Alghamdi
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Communicative Language Teaching ◽  
Observation Data ◽  
Pedagogical Beliefs ◽  
Beliefs And Practices ◽  
Efl Teachers ◽  
The Impact

This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers’ beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations.  

When language bites

2017 ◽  
Vol 24 (2) ◽  
pp. 186-211
Author(s):  
Sabina Tabacaru
Keyword(s):  
Descriptive Analysis ◽  
Big Bang ◽  
Television Series ◽  
The Core ◽  
Wide Range ◽  
Big Bang Theory ◽  
Holistic Analysis ◽  
Rhetorical Questions ◽  
The Big Bang ◽  
Large Corpus

Abstract This article focuses on sarcasm, for which the definitions have often been loose and confusing, integrating it into the concept of irony. My approach is based on a large corpus of examples taken from two contemporary television-series, which help identify the wide range of linguistic processes at the core of sarcastic utterances. I present a quantitative and descriptive analysis of the main processes found in two American television-series: House M.D. and The Big Bang Theory. The results show the intricate meanings created in sarcasm through various linguistic mechanisms, such as repetition, explicitation, metonymy, metaphor, shift of focus, reasoning, and rhetorical questions. This more holistic analysis, including a broad corpus of instances and a more detailed analysis of the examples, aims to fill the unexplored gaps in more classical analyses, emphasizing the complexities and implications that can be drawn in interaction.

scholarly journals Stability of body-centered cubic iron–magnesium alloys in the Earth's inner core

2009 ◽  
Vol 106 (37) ◽  
pp. 15560-15562 ◽  
Author(s):  
Krisztina Kádas ◽  
Levente Vitos ◽  
Börje Johansson ◽  
Rajeev Ahuja
Keyword(s):  
Inner Core ◽  
The Body ◽  
Mg Alloys ◽  
Functional Study ◽  
Body Centered Cubic ◽  
Calculated Density ◽  
The Core ◽  
Earth’S Inner Core ◽  
Core Conditions ◽  
Bcc Phase

The composition and the structure of the Earth's solid inner core are still unknown. Iron is accepted to be the main component of the core. Lately, the body-centered cubic (bcc) phase of iron was suggested to be present in the inner core, although its stability at core conditions is still in discussion. The higher density of pure iron compared with that of the Earth's core indicates the presence of light element(s) in this region, which could be responsible for the stability of the bcc phase. However, so far, none of the proposed composition models were in full agreement with seismic observations. The solubility of magnesium in hexagonal Fe has been found to increase significantly with increasing pressure, suggesting that Mg can also be an important element in the core. Here, we report a first-principles density functional study of bcc Fe–Mg alloys at core pressures and temperatures. We show that at core conditions, 5–10 atomic percent Mg stabilizes the bcc Fe both dynamically and thermodynamically. Our calculated density, elastic moduli, and sound velocities of bcc Fe–Mg alloys are consistent with those obtained from seismology, indicating that the bcc-structured Fe–Mg alloy is a possible model for the Earth's inner core.

scholarly journals Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan.

2021 ◽  
Vol 1 (1) ◽  
pp. 46-60
Author(s):  
Nima Wangchuk ◽  
Chencho Wangchuk ◽  
Dhanapati Sharma ◽  
Phub Dorji
Keyword(s):  
Professional Development ◽  
Second Language ◽  
Secondary Schools ◽  
Error Correction ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Formal Study ◽  
Effective Delivery ◽  
Teaching Grammar ◽  
Systematic Practice

This paper reports a survey of Bhutanese teachers’ Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan. The teaching of grammar in Bhutanese school is predominately guided by curriculum, whereby context-based teaching is mostly encouraged. The descriptive analysis based on quantitative findings of the study indicated that Bhutanese teachers generally believed that the formal study of grammar is essential to the eventual mastery of a foreign or second language.  The study also showed that grammar is generally believed to be best taught explicitly, inductively or deductively, but not implicitly. Moreover, the teachers' remark on the importance of systematic practice of grammatical features and detailed error correction suggests that there is a preference for more extensive treatment of grammatical issues.  The findings of the present study also indicate that, like the teachers reported in the 2002 and 2008 studies, teachers in Bhutan appreciate the centrality of grammar in their language teaching. This descriptive analysis based on quantitative findings would be beneficial to the curriculum developers, teachers, and lecturers in developing students’ grammar skills and providing professional development to teachers for effective delivery of grammar lessons

scholarly journals Comparing the Order of Multi-Layered Modifiers in English, Chinese and Vietnamese in Language Teaching

2021 ◽  
Vol 3 (6) ◽  
pp. 66-71
Author(s):  
Vo Thi Quynh Trang
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Intimate Relationship ◽  
Linguistic Theory ◽  
Object Type ◽  
The Core ◽  
Left Branch ◽  
Cognitive Linguistic ◽  
The Cross ◽  
The Right

From the cross-linguistic perspective and cognitive linguistic theory, this study has analysed the rules of multi-layered modifiers in English, Chinese, and Vietnamese, pointing out their common points and differences. Although all three languages belong to the SVO (subject-verb-object) type but modifiers in English and Chinese are in front of the core words, which shows that English and Chinese belong to the language in the left branch, but modifiers in Vietnamese, they are behind the core words which shows that Vietnamese belongs to the right branch. All the three languages have one thing in common, whether they are on the left or on the right branch, in which modifiers have the closest relationship with the core words that will stand nearest to them. Other modifiers that have a non-intimate relationship with the core words will stand further away from them. Thus, mastering this feature of the three types of languages will help in language teaching and learning.

scholarly journals PECULARITIES OF REALITIES CONCEPTS VERBALIZATION IN MODERN GERMANLITERARY DISCOURSE

2020 ◽  
Vol 6 (3) ◽  
pp. 1-6
Author(s):  
Tayupova Olga ◽  
Minlibaeva Elina
Keyword(s):  
Contemporary Art ◽  
Conceptual Analysis ◽  
Point Of View ◽  
Literary Discourse ◽  
German Language ◽  
Special Role ◽  
Analysis Method ◽  
The Core ◽  
Number Of Factors ◽  
Basic Functions

The article is devoted to the analysis of the modern German language means used in the process of CITY and TRANSPORT concepts verbalization, presented in contemporary art discourse. It is precisely contemporary art prose that plays a special role in creating concepts of realities that are the semantic dominants of the work in question. From the point of view of the conceptual analysis method, the essence of the named concepts is revealed and their basic functions are determined. It is established that, taking into account the field structure of the concepts, language facilities are appropriately grouped and distributed. Due to this fact, it’s possible to isolate the core, the subnuclear zone, the near periphery, and also the far periphery of the analyzed concepts. In the structure of the literary concepts of realities the conceptual and figurative strata are under consideration. The conceptual stratum is actualized by language means with zero stylistic coloring. In turn, the shaped stratum is represented by the stylistically colored means of modern German language. Their frequency depends on a number of factors. First of all, the texts are written from the first-person point of view. This contributes to creating trust-based relationships between the writer and the reader. Secondly, the explication of concepts largely depends on the language personality of the writer and his/her mentality, which correlates with the characteristics of the worldview. In this case, literary constants, which are units of mentality, play a specific role, which makes the need for further comprehension of the concept as a literary category. There is emphasized the need to further study the concepts representation on the contemporary literary discourse texts basis, taking into account their national and cultural specifics. Also, it’s emphasized further concepts representation study based on the modern literary discourse texts with a glance to their national-cultural specifics.

scholarly journals IMPLEMENTASI MODEL PEMBELAJARAN CORE DAN KENDALANYA PADA MATERI TEKS CERITA FABEL

2019 ◽  
Vol 7 (1) ◽  
pp. 25
Author(s):  
Hermanudin Hermanudin
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Student Learning ◽  
Descriptive Analysis ◽  
Learning Activities ◽  
Core Model ◽  
Learning To Read ◽  
The Core ◽  
Teacher Data ◽  
Bahasa Indonesia

AbstrakTujuan penelitian ini adalah untuk mendeskripsikan implementasi model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) pada membaca pemahaman materi teks cerita fabel dan mengenali hambatan-hambatan pelaksanaan serta cara mengatasinya. Penelitian ini adalah penelitian tindakan. Penelitian dilakukan di kelas VII A SMP Negeri 10 Bengkulu Tengah. Data penelitian ini bersumber dari aktivitas pembelajaran siswa di kelas dan guru mata pelajaran bahasa Indonesia. Teknik pengumpulan data melalui observasi pembelajaran di kelas. Taknik analisis data adalah analisis deskriptif dengan mendeskripsikan proses pembelajaran yang berlangsung di kelas untuk mengenali hambatan dan memberi solusi penyelesaiannya. Hasil penelitianmembuktikan bahwa model CORE dapat meningkatkan aktivitas pembelajaran siswa pada pembelajaran membaca pemahaman materi teks cerita fabel dan terdapat beberapa hambatan dalam pelaksanaannya.Kata Kunci: Model CORE, membaca pemahaman, cerita fabel.�AbstractThe purpose of this study is to describe the implementation of the CORE learningmodel (Connecting, Organizing, Reflecting, Extending) on reading theunderstanding of fable story text material and recognizing the obstacles toimplementation and how to overcome them. This research is an action research.The study was conducted in class VII A Middle School 10 Bengkulu Tengah. Thedata of this study were sourced from student learning activities in class andIndonesian language teacher. Data collection techniques through observation oflearning in class. The technique of data analysis is descriptive analysis bydescribing the learning process that takes place in class to identify obstacles andprovide solutions to their resolution. The results of the study prove that the CORE model can increase student learning activities in learning to read comprehension of fable story text material and there are several obstacles in its implementation.Keywords: CORE model, reading comprehension, fable story.

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