scholarly journals DIFFERENT INTERPRETATION OF AMBIGUITIES SENTENCES (A Study of Class C the Second Semester Postgraduate Students Majoring English of State University of Semarang)

2018 ◽  
Vol 6 (2) ◽  
pp. 33
Author(s):  
Humaira Humaira
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Ambiguous Sentence ◽  
State University ◽  
Postgraduate Students ◽  
Structural Ambiguity ◽  
Class C ◽  
The Given

Ambiguityis strictly speaking, used to describe aword, phrase, or sentence when it has more thanone interpretation.Sometimes we found many ambiguities sentences when we are reading or listen to the English sentences. Multiinterpretations not only happen from the English language learners, but also in native speakers themselves. Thisstudy investigated about is there any different interpretation of ambiguities sentences made by students of class c,second semester students of PPs Unnes?, and what types of ambiguous sentence majority missing in theirtranslating. The objectives of study were to know that the students of PPs Unnes have different interpretations whenthey are translating the ambiguities sentences and to identifying the types of ambiguities. This study used descriptivequalitative approach; ten postgraduate students from Class C PPs Unnes participated in this study as respondents.All were university students majoring in English. They were given 5 ambiguous sentences. Sentences includedifferent sources of ambiguity such as, structural ambiguity, and lexical ambiguity. The subjects were asked totranslate the sentences into Indonesian language. The result of study presented that participants who are not nativespeakers of English exhibited the different interpretations in translate both the given types of ambiguous sentences.Almost all of ten respondents have different interpretations in each ambiguous sentence. Most respondents showdifferent translating majority in lexical ambiguous sentences.

scholarly journals Multilingual access: Language hegemony and the need for discoverability in multiple languages

2018 ◽  
Vol 79 (11) ◽  
pp. 617
Author(s):  
Kelly McElroy ◽  
Laurie M. Bridges
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Social Identities ◽  
Educational Institutions ◽  
Growing Up ◽  
English Speaking ◽  
English Speaking World

It is widely accepted that English is the current lingua franca, especially in the scientific community. With approximately 527 million native speakers globally, English ranks as the third most-spoken language (after Chinese and Hindu-Urdu), but there are also an estimated 1.5 billion English-language learners in the world.The preeminence of English reflects the political power of the English-speaking world, carrying privileges for those who can speak, write, and read in English, and disadvantages to those who cannot. This is also the case in scholarly communication. Linguist Nicholas Subtirelu identifies three privileges for native English speakers: 1) easier access to social, political, and educational institutions; 2) access to additional forms of capital; and 3) avoiding negative opinions of one’s speech.For example, we were both born into families that speak American English at home, we were surrounded by English books and media growing up, and our entire education was in English. Even defining who counts as a “native” speaker can be refracted through other social identities. As college-educated white Americans, our English is never questioned, but the same is not true for many equally fluent people around the world. 

scholarly journals MONOPHTHONGISATION OF ENGLISH DIPHTHONGS /aɪ/, /eɪ / and /Ͻɪ/ BY NATIVE SPEAKERS OF PASHTO

2021 ◽  
Vol 9 (3) ◽  
pp. 189-197
Author(s):  
Liaqat Iqbal ◽  
Asma Ali ◽  
Irfan Ullah ◽  
Ayaz Ahmad
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Distinctive Feature ◽  
English Language ◽  
Native Speakers ◽  
Original Study ◽  
Final Position ◽  
Phonological Variation

Purpose of the study: Phonological variation in diphthongs, when spoken as a second or foreign language, is an accepted phenomenon. The diphthongs of English when pronounced by native speakers of Pashto go through certain changes and sometimes, monophthised. The purpose of the present study is to investigate phonological variation, i.e., monophthongisation of English diphthongs. Methodology: For this purpose, 20 Pashto speakers of both soft and hard dialects were taken and they were asked to pronounce the words having the target diphthongs at initial, medial and final position, followed and preceded by voiced and voiceless sounds. PRAAT was used to analyze the data to measure the possible variations in the sounds. Main Findings: The findings show that the phenomenon of monophthongisation of English diphthongs is common in the speaking of native speakers of Pashto. The study further shows that there is the lengthening of some of the sounds and deletion as well in certain contexts. This makes the variety of English spoken by the native speakers of Pashto a separate variety. Applications of this study: This study has applications for English language learners and teachers. The learners and teachers of English can benefit from this research and they can work on the problematic diphthongs that are usually monophthised. In this way, these sounds can be practised and the problems can be rectified. Novelty/Originality of this study: This is an original study where the problematic diphthongs have been considered and researched that how these English diphthongs are monophthised by the native speakers of Pashto making it a distinctive feature of the native Pashto speakers of English.

Learner-Initiated Language Learning Through Social Media Sites (SMSs)

2020 ◽  
pp. 69-88
Author(s):  
Rashad Ali Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Formal Education ◽  
Native Speakers ◽  
Authentic Materials ◽  
English Speaking ◽  
New Research

Social media sites have become an essential part of communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their uses and perceived benefits of using social media sites in English beyond formal education. The study came up with a conclusion that Yemeni EFL learners were actively participating in social media sites and were aware of their language-related benefits. The participants reported that social media sites were helpful for building various aspects of their English proficiency but found them most useful for their writing and reading skills, expanding their vocabulary, having access to authentic materials, and communicating with English speaking friends, both native and non-native speakers. They ranked their usefulness in the following order: Facebook, WhatsApp, and Twitter.

The utility of article and preposition error correction systems for English language learners: Feedback and assessment

2010 ◽  
Vol 27 (3) ◽  
pp. 419-436 ◽  
Author(s):  
Martin Chodorow ◽  
Michael Gamon ◽  
Joel Tetreault
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Machine Learning Techniques ◽  
College Level ◽  
Educational Testing Service ◽  
Psychology Course ◽  
English Articles ◽  
Effective Use

In this paper, we describe and evaluate two state-of-the-art systems for identifying and correcting writing errors involving English articles and prepositions. Criterion SM, developed by Educational Testing Service, and ESL Assistant , developed by Microsoft Research, both use machine learning techniques to build models of article and preposition usage which enable them to identify errors and suggest corrections to the writer. We evaluated the effects of these systems on users in two studies. In one, Criterion provided feedback about article errors to native and non-native speakers who were writing an essay for a college-level psychology course. The results showed a significant reduction in the number of article errors in the final essays of the non-native speakers. In the second study, ESL Assistant was used by non-native speakers who were composing email messages. The results indicated that users were selective in their choices among the system’s suggested corrections and that, as a result, they were able to increase the proportion of valid corrections by making effective use of feedback.

scholarly journals An Analysis of Politeness Strategies of Disagreement: The Case of Students of English Education Study Program in one State Islamic University in Sumatera, Indonesia

2019 ◽  
Vol 6 (1) ◽  
pp. 260-269
Author(s):  
Witria Windika
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Islamic State ◽  
State University ◽  
Study Program ◽  
Politeness Strategies ◽  
Completion Test ◽  
Written Test

The pupoposes of this study were (1) to find out the realizations of politeness strategies of disagreement by the sixth semester students of English Education students of Islamic State University in Sumatera, and (2) to figure out the most common types of politeness strategy used by them. The study employed qualitative research. The data were taken through a written test and Discourse Completion Test (DCT). The sample was taken by using cluster random sampling method which consisted of 12 male students and 12 female students. The study revealed that female and male English language learners experienced four types of politeness strategy: positive politeness, negative politeness, bald-on-record politeness, and off-record politeness with negative politeness as the most frequent strategy used by female and male English language learners. The result of the study showed that negative politeness was dominant politeness strategy which had value of 63,33%. The second place was bald-on-record (23,33%), the third place was positive politeness  (11,67%), and the last one was off-record (1,67%). The conclusion of this study indicated that in expressing politeness strategy for disagreement, both female and male respondents tended to perform negative politeness strategy.

scholarly journals Cross-cultural Study of Perception of Humor by English Native Speakers and Iranian EFL Learners

2020 ◽  
Vol 16 (2) ◽  
pp. 166
Author(s):  
Maryam Farnia ◽  
Atena Farhangi ◽  
Masoud Saeedi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Morphological Type ◽  
Structured Interview ◽  
The Body ◽  
Efl Learners

As an instance of foreign language comprehension, L2 humor perception is proved to be challenging for the foreign language learners. However, the body of literature is heavier on the side of humor production than humor perception. The current study explores the extent to which Iranian English as foreign language (EFL) learners perceive different types of English humor in comparison with the English native speakers. The participants were 153 Iranian EFL learners at intermediate level of language proficiency who were randomly selected from English language learners from several English language institutes in Shiraz, Iran, and 30 American English native speakers who voluntarily participated in this study. A questionnaire consisting of six contextualized jokes of three major types of universal, cultural and linguistic (with morphological, phonological, lexical and syntactic subcategories)was developed based on Schmitz's classification of verbal humor to obtain the quantitative data. Moreover, a semi-structured interview was conducted to elicit the perception of those participants who did not find the jokes humorous. The results showed that the majority of Iranian EFL participants did not realize the humor in the jokes. Also, the findings revealed that generally speaking, Iranian EFL learners' perception of humor is significantly lower in all types of jokes examined. The best perceived type of humor was found to be the linguistic humor of morphological type for the Iranian EFL learners and the lexical type for English native speakers. It was also discovered that the phonological humor was the least perceived type of humor for both Iranian EFL learners and English native speakers.

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