scholarly journals Reasons Behind Mis/Understanding English Conversational Implicatures by University Learners in Yemen

2021 ◽  
Vol 2 (1) ◽  
pp. 40-55
Author(s):  
Haifa Nassar
Keyword(s):  
Language Learning ◽  
Structure Interview ◽  
Study Data ◽  
Cultural Knowledge ◽  
Conversational Implicature ◽  
Communication Tool ◽  
Efl Learners ◽  
Cross Cultural Communication ◽  
Conversational Implicatures ◽  
Semi Structure Interview

English, as a communication tool, plays an extremely significant role in cross-cultural communication. While it is true that language users can mean exactly what they mean in their utterances, it is also true that they can have their utterances mean much more than what they say. Speakers of English speak indirectly, and using conversational implicatures is a way to be indirect. And as sentences often express messages above and beyond their literal meanings, it is not surprising that pragmatic errors are found in language learning process of EFL learners' communication. Therefore, this study aims at investigating the factors beyond misunderstanding or understanding of English conversational implicatures among Yemeni EFL university learners. It follows an empirical analytical-descriptive method consisting of a test and an interview. Randomly, 50% of the study population was selected as the study sample. They were 62 Yemeni EFL university learners. A multiple-choice discourse completion test ( MCDCT ) and a semi structure interview were used for collecting the study data. The test contained eleven types of conversational implicature  The collected data was analyzed quantitatively and qualitatively. The results reveal that different factors caused misinterpretation of conversational implicatures among Yemeni EFL learners. However, the differences in socio-cultural knowledge and indirectness are instrumental in the misunderstanding of conversational contexts in the study. While the familiarity of some conversational implicatures and formulaic pattern of others pose no challenge for the study subjects to interpret some of the test conversational implicatures. The study test conversational implicatures that are formulaic or familiar to the subjects are easy to grasp. Therefore, this study provides some recommendations that are expected to enable EFL university learners to develop their pragmatic competence regarding English conversational implicature and suggests a reconsideration of the existing methodologies on teaching English as a foreign language. Hence, this would ease the concern of EFL students about English conversational implicature, build up their confidence and enhance language learning.

scholarly journals The Understandable English Conversational Implicatures by Yemeni EFL University Learners

2020 ◽  
Vol 2 (1) ◽  
pp. 65-80
Author(s):  
Haifa Nassar ◽  
Abdusalam Al-Ghrafy
Keyword(s):  
Study Data ◽  
Cross Cultural ◽  
Conversational Implicature ◽  
Communication Tool ◽  
Rhetorical Question ◽  
Cross Cultural Communication ◽  
Conversational Implicatures ◽  
Completion Test ◽  
Test Scenarios ◽  
Descriptive Method

English, as a communication tool, is playing an extremely significant role in cross-cultural communication. While it is true that language users can mean exactly what they mean in their utterances, it is also true that they can have their utterances mean much more than what they say.  Speakers of English choose to speak indirectly, and that using conversational implicatures is a way to be indirect. This research paper examined the perception of English conversational implicatures among Yemeni EFL university learners. It followed an empirical analytical-descriptive method consisting of a test and an interview. The study subjects were 62 Yemeni EFL university learners. A multiple-choice discourse completion test and an interview were used for collecting the study data. The test contains six types of conversational implicature: Stating, Tautology, Rhetorical Question, Understatement, Indirect Refusal and Indirect Request. All the implicatures included in the test were adapted from the study related literature, whereas most of the test scenarios containing these implicatures were ready-made ones that the researcher came across throughout her reading. The results revealed that these implicatures were found easy by Yemeni EFL university learners to understand.

scholarly journals Language Learning Process and Gender Difference Implied from the Turn-Takings Used in EFL Student Conversation Club

DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 133-153
Author(s):  
Syaripa Nurul Ilmi ◽  
Susilo Susilo ◽  
Istanti Hermagustiana
Keyword(s):  
Language Learning ◽  
Structure Interview ◽  
Third Party ◽  
Video Tape ◽  
Conversational Analysis ◽  
Efl Learners ◽  
Turn Taking ◽  
Semi Structure Interview ◽  
And Gender ◽  
Almost All

This study aims at investigating the kinds of turn-taking mostly used by EFL learners, how the turn-takings are portrayed as a process of EFL learning, and how the EFL learners differ in making their turn-takings according to their gender. This study was qualitative in nature, using 10 members of English Club of English department students, Mulawarman University as the participants. The procedures of data collecting were video-tape recording observation and semi-structure interview. The data were analyzed by using conversational analysis and percentage frequencies. The result revealed that: 1) the kinds of turn-taking mostly used by the participants were adjacency pair and insertion sequence from the sequence type of turn-taking, almost all kinds turn-taking from the overlap turn-taking except the third party mediation, and other-repair and self-repair from the repair turn-taking; 2) all members of the English Club felt they acquired  their languages as they practiced them in either written and spoken communication; and 3) the female members dominated talk than the male ones.

scholarly journals Pragmatic Awareness of English Conversational Implicatures among Yemeni-Arabic EFL College Learners

2019 ◽  
Vol 2 (3) ◽  
pp. 339-354
Author(s):  
Haifa Mohammad Nassar ◽  
Haifa Mohammad Nassar
Keyword(s):  
Teaching Experience ◽  
Study Data ◽  
Conversational Implicature ◽  
Efl Learners ◽  
Conversational Implicatures ◽  
College Learners ◽  
Pragmatic Awareness ◽  
Completion Test ◽  
Indirect Requests ◽  
Test Scenarios

Conversational implicatures are  considered as a tool of indirect communication.  Through the researcher 's teaching experience,  it has been noticed that Yemeni  Arabic EFL College  learners are not sufficiently aware of the rules of the use of English and that often words and expressions convey messages above and beyond their literal meanings. This study examined the perception of English conversational implicatures among those learners. The method applied in this study was empirical analytical descriptive with a test and an interview. The subjects were 62 Yemeni Arabic EFL learners. A multiple choice discourse completion test and interview were used for collecting the study data. All the implicatures included in the test were taken from the study related literature, wheras most of test scenarios containing these implicatures were ready -made ones that the researcher came across throughout her reading. The test contains seven types of conversational implicature : Overstatement,  Deliberate Ambiguity,  Assertion, Indirect Refusal,  Disapproval, Indirect Criticism and  Indirect Requests. The results showed that Yemeni Arabic EFL College learners do face challenges in relation  to the interpretation of these seven conversational implicatures.  

scholarly journals Investigation the attitudes of secondary school students towards the use of saying and words of wisdom in learning English at secondary level in Gaza

2021 ◽  
Vol 4 (3) ◽  
pp. 169-199
Author(s):  
Wafaa Ibrahim Alnajjar ◽  
◽  
Reem Yahya Mahmoud Shehadh
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Secondary School Students ◽  
English Language ◽  
Cultural Knowledge ◽  
School Students ◽  
Efl Learners ◽  
Secondary Female ◽  
Learning English

This paper examined the attitudes of secondary school students towards the use of saying and words of wisdom in learning English as a foreign language in secondary schools in Gaza. Saying and words of wisdom play a significant role in language learning as a part of gaining cultural knowledge. In addition, this study attempted to find out whether they could motivate students to learn English then improve language acquiring through time. 40 secondary female EFL learners were assigned in questionnaires and interviews. Through observation, the researcher convinced that saying and words of wisdom is an important segment in the English Language, and it is a useful piece that has been used to spread wisdom and truths about life. The study reveals the effectiveness and higher rate of retaining of learning vocabulary through the strategy of sayings and words of wisdom compared to the traditional method.

scholarly journals Pedagogical Effects of Social Media on Iraqi Kurd EFL learners

2021 ◽  
Author(s):  
Rebaz Bahadeen Mohammed Nuri ◽  
Awder Raza Aziz ◽  
Kochar Ali Saeed ◽  
Shaiy Karwan Tofiq ◽  
Soma Soran Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Academic Writing ◽  
English Language ◽  
Negative Impact ◽  
Language Skills ◽  
Study Data ◽  
Efl Learners ◽  
Social Media Platforms

English language learners use social media platforms for improving their language skills through exchanging ideas, sharing their thoughts, and getting exposed to authentic language. The use of social media by learners might yield positive or adverse effects. This study, therefore, explores the pedagogical consequences of some social media platforms on Iraqi Kurd EFL learners. It Highlights the significant impacts of social media on learning English, vocabulary, and spelling. It explicitly attempts to discover how social media affects English language learning, word choices, and spelling for Kurd EFL learners. A questionnaire is used to randomly collect the study data from 96 Kurdish students studying English at various academic institutions. The data was organized and analyzed by SPSS. It was found that Kurd EFL learners use social media platforms extensively for numerous purposes, improving their English language skills being one of them. The results suggest that social media assists learners in learning and practising new vocabulary; However, it has a negative impact on the students spelling and academic writing skills. Kurd EFL learners use abbreviated forms and unnecessarily shortened forms under the influence of social media.

scholarly journals Pedagogical Effects of Social Media on Iraqi Kurd EFL learners

2021 ◽  
Vol 7 (1) ◽  
pp. 202-216
Author(s):  
Rebaz Bahadeen Mohammed Nuri ◽  
Awder Raza Aziz ◽  
Kochar Ali Saeed ◽  
Shaiy Karwan Tofiq ◽  
Soma Soran Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Academic Writing ◽  
English Language ◽  
Negative Impact ◽  
Language Skills ◽  
Study Data ◽  
Efl Learners ◽  
Social Media Platforms

English language learners use social media platforms for improving their language skills through exchanging ideas, sharing their thoughts, and getting exposed to authentic language. The use of social media by learners might yield positive or adverse effects. This study, therefore, explores the pedagogical consequences of some social media platforms on Iraqi Kurd EFL learners. It Highlights the significant impacts of social media on learning English, vocabulary, and spelling. It explicitly attempts to discover how social media affects English language learning, word choices, and spelling for Kurd EFL learners. A questionnaire is used to randomly collect the study data from 96 Kurdish students studying English at various academic institutions. The data was organized and analyzed by SPSS. It was found that Kurd EFL learners use social media platforms extensively for numerous purposes, improving their English language skills being one of them. The results suggest that social media assists learners in learning and practising new vocabulary; However, it has a negative impact on the students spelling and academic writing skills. Kurd EFL learners use abbreviated forms and unnecessarily shortened forms under the influence of social media.

scholarly journals The Implementation of Reading Text Strategies in Enhancing EFL Learners Vocabularies: A Case of One Islamic Higher Education in Jambi, Indonesia

Ta dib ◽  
2021 ◽  
Vol 24 (2) ◽  
pp. 1
Author(s):  
Toni Indrayadi
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
Structure Interview ◽  
English For Academic Purposes ◽  
English Department ◽  
Efl Learners ◽  
Semi Structure Interview ◽  
Reading Text ◽  
Group Members ◽  
Pair Work

The purpose of this study was to reveal the lecturer’s strategy in enhancing students’ English vocabularies in the process of teaching and learning in the classroom. 3 English lecturers who have ever taught English for Academic Purposes (EAP) in non-English department were involved in this study. The data were collected through semi-structure interview. Thematic analysis was applied for analysis the participants’ interview result. Finding of this study show that; first. the participants used selected reading text as a media of enhancing students vocabularies. Second, the strategy was implemented through small group discussion and pair work to make students actively participated in sharing the knowledge. Third, the participants evaluated the students’ understanding of reading text strategy by asking them to work individually without any assistance from the group members   This study recommended that the findings can be a basis consideration in enhancing students’ vocabularies in the process of teaching and learning.

scholarly journals School as a "protective factor" against drugs: perceptions of adolescents and teachers

2008 ◽  
Vol 16 (spe) ◽  
pp. 590-594 ◽  
Author(s):  
María del Carmen García de Jesús ◽  
Maria das Graças Carvalho Ferriani
Keyword(s):  
Secondary School ◽  
Protective Factor ◽  
Prevention Programs ◽  
Structure Interview ◽  
Study Data ◽  
Teachers Perceptions ◽  
Healthy Environment ◽  
Public Secondary School ◽  
Teachers And Students ◽  
Semi Structure Interview

This study aims to discover and describe protective factors regarding the use of drugs, according to teachers and students, aged 14 to 15 years, from a Public Secondary School in Santiago de Querétaro, Mexico. This is a descriptive and exploratory study. Data collection was carried out through semi-structure interview and non-participative observation with ten students and five teachers. Three themes resulted from data analysis: school and school's environment: the school does not provide a healthy environment; use of drugs: perceived by both the students and teachers in the institution itself; prevention programs: there are health promotion and prevention programs available at the school. According to the students' and teachers' perceptions, the school represents a risk factor.

scholarly journals Role of Mobile Phone for English Language Teaching

2019 ◽  
Vol 6 (1) ◽  
pp. 45-57
Author(s):  
Sri Yuliani
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Structure Interview ◽  
English Language Teaching ◽  
Semi Structure Interview

Mobile phone is a recent technology in teaching English. Mobile phone provides simple and easy way in developing teaching and learning activities, therefore, the researcher was interested in finding the data information about the role of mobile phone for English language teaching. The utilization of mobile phone offers valuable opportunities for creating an effective teaching strategy. The students' perspectives are crucial for getting their views of role of mobile phone in language teaching. This case study was to find out the students' perspectives of mobile phone role in English language teaching. A qualitative design was employed for the purpose of getting the data. Mainly semi structure interview was used as the research instruments. The result of her research finding showed that most students were having good response towards the usage of mobile phones in language learning but some findings shown that the problems were also occurred at the same moment of using it. These research findings were contributed the next research for more deeply dig for language learning.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

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