scholarly journals STRATEGIES OF TEACHING BRITISH ENGLISH AND AMERICAN ENGLISH PHONOLOGY TO EFL STUDENTS/ԲՐԻՏԱՆԱԿԱՆ ԱՆԳԼԵՐԵՆԻ ԵՎ ԱՄԵՐԻԿՅԱՆ ԱՆԳԼԵՐԵՆԻ ՀՆՉՅՈՒՆԱԲԱՆԱԿԱՆ ԱՌԱՆՁՆԱՀԱՏԿՈՒԹՅՈՒՆՆԵՐԻ ԴԱՍԱՎԱՆԴՄԱՆ ՄԵԽԱՆԻԶՄՆԵՐՆ ԱՆԳԼԵՐԵՆԸ ՈՐՊԵՍ ՕՏԱՐ ԼԵԶՈՒ ՈՒՍՈՒՄՆԱՌՈՂՆԵՐԻ ԼՍԱՐԱՆՈՒՄ/МЕХАНИЗМЫ ПРЕПОДАВАНИЯ ФОНЕТИЧЕСКИХ ОСОБЕННОСТЕЙ БРИТАНСКОГО И АМЕРИКАНСКОГО АНГЛИЙСКОГО КАК ИНОСТРАННОГО ЯЗЫКА В СТУДЕНЧЕСКОЙ АУДИТОРИИ

2019 ◽  
pp. 166-175
Author(s):  
Irina Mkhitaryan
Keyword(s):  
English Language ◽  
American English ◽  
British English ◽  
Efl Learners ◽  
Linguistic Differences ◽  
International Language ◽  
Efl Students ◽  
The Rich ◽  
The Given ◽  
Rich History

Language has always been perceived as a dynamic entity invariably being changed and adjusted to the needs of speakers. This very fact is meticulously proved by the rich history stance, in accordance of which drastic and abundant changes have been observed in the English language over time. In this day and age, English is a fairly dominant international language and correspondingly is the indispensable inkling to ever-changing world of science. Yet, these facts proven, the majority of English as a Foreign Language (hereinafter, EFL) learners are unaware of the ample linguistic differences between British English and American English (hereinafter, BrE, AmE). The given article aims at elucidating the mentioned differences mainly from the phonlological perspective. Furthermore, we attempt to outline the ways of teaching these differences to EFL students through some activities.

scholarly journals Vowel Variation Between American English and British English

2018 ◽  
Vol 9 (1) ◽  
pp. 350
Author(s):  
Afzal Khan ◽  
Soleman Awad Mthkal Alzobidy
Keyword(s):  
English Language ◽  
American English ◽  
Stress Pattern ◽  
Standard English ◽  
Social Differences ◽  
British English ◽  
International Language ◽  
South Eastern ◽  
The World

The English Language, being an international language, is spoken all over the world with many variations. These variations occur primarily due to environmental, cultural and social differences. The main reasons for these variations are intermingling of different races and strata in a society. In this regard prominent differences can be observed at phonological levels. These phonological variations produce different kinds of English, like British and American English. In these two there are differences in intonation, stress pattern, and pronunciation. Although South-Eastern British R.P. is known as Standard English but one cannot deny the existence and value of American English. The study attempts to highlight the vowel variation between British English and American English at phonological level.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

scholarly journals The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Sarunya Tarat
Keyword(s):  
English Language ◽  
Morphological Awareness ◽  
Northern Region ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Significant Difference ◽  
Identification Test ◽  
Efl Students ◽  
Unknown Words ◽  
The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

scholarly journals EFL Students’ Coherence Skill in Writing: A Case Study of Third Year Students of Bachelors in English Language

2020 ◽  
Vol 13 (8) ◽  
pp. 120
Author(s):  
Enas Abdelwahab Eltom RahmtAllah
Keyword(s):  
English Language ◽  
Research Question ◽  
Writing Skills ◽  
Efl Learners ◽  
Writing Test ◽  
Study Results ◽  
Efl Students ◽  
The Subject ◽  
Undergraduate Programs

Writing is considered an essential learning tool for all content areas. However, to master and have excellent writing skills for EFL students of undergraduate programs is challenging. Cohesion and coherence are both crucial textual elements to master writing. The present study examined coherence in English essays written by 46 female Saudi EFL third year at Unaizah College of Sciences and Arts, Qassim University. Examination of essays by the subject group designed to answer the research question. 1.) To what extent are EFL students competent in achieving coherence in writing skills? Each student was asked to write two essays (a writing test that included two essay questions). The data were analyzed through SPSS. The study results demonstrated that learners are not competent in achieving coherence in their writing tasks. In light of these results, recommendations are presented. The results also recommend further studies to investigate coherence and action research to improve this crucial skill among undergraduate Saudi EFL learners.

scholarly journals TERMS OF DESIGNATION OF PERSONS IN JURIDICAL TERMINOLOGY OF BRITISH AND AMERICAN VARIANTS OF THE ENGLISH LANGUAGE

2021 ◽  
Vol 1 (193) ◽  
pp. 231-235
Author(s):  
Maryna Kizil ◽  
Keyword(s):  
English Language ◽  
American English ◽  
Old French ◽  
British English ◽  
Legal Documents ◽  
The Law ◽  
Legal Procedures

The article is devoted to the research of Briitsh and American English juridical terms designating persons. This is the most numerous thematic group of juridical terms among others including terms designating different branches of law, terms denoting types of different insitutions of the sphere, types of legal documents, stages of legal procedures, procedural norms, types of crimes, offences, punishments in particular. The group of juridical terms designating persons is not homogeneous semantically. It consists of terms denoting representatives of different professions of the sphere, persons with assigned juridical rights or duties, criminals who break the law. Many of these terms have the same meanings in British and American variants of the English language. That is why they are called equivalent for both variants. Most of these terms are of Franco-Latin origin, as they were borrowed from Latin into Old French and from it into Middle and New English. So they appeared in the British English and penetrated into American one later. Some terms in the analyzed thematic group have synonymous or nearly synonymous meanings represented by different forms in British and American variants of the English language. The analyzed group also comprises other types of terms. Such terms are not equal in meanings or their shades. That is why they are called non-equivalent terms for analyzed variants of the English language. The categorial semes of their meanings are the same or practically the same in both variants. The differential semes of meanings of these terms can differ not only qualitatively, but also quantitavely. Their quality reveals in the shades of meanings or their differences. Quantitative differences reveal in widening of the denotative meaning of the term in one variant of the English language (British or American) and its narrowing in another variant correspondently. Most of non-equivalent terms from the analyzed thematic group have nationally marked semes. Such semes reveal and characterize national and cultural peculiarities of the development of British and American legal and juridical system somehow.

scholarly journals Implicit cognitive meanings of the spatial prepositions in, on, and at in English

2020 ◽  
Vol 1 (2) ◽  
pp. 70-83
Author(s):  
Chunying Wang
Keyword(s):  
English Language ◽  
Conceptual Metaphor ◽  
Document Analysis ◽  
Intimate Relationship ◽  
Cognitive Grammar ◽  
Cognitive Perspective ◽  
Efl Learners ◽  
Spatial Prepositions ◽  
Temporal Concepts ◽  
Efl Students

Learning English prepositions is deemed as a difficult task for EFL learners (Cheng, 2006) because some English prepositions have many similar but slightly different meanings (Boers & Demecheleer, 1998; Radden, 1985). EFL leaners face difficulty in using English prepositions because they may only learn the linguistic forms but not the conceptual meanings embedded in prepositions. The purpose of this research is to investigate English spatial prepositions in, on, and at from a cognitive perspective, e.g. the theory of conceptual metaphor (Lakoff & Johnson, 1980) and cognitive grammar (Langacker, 2008). The investigation of the present study was mainly done with document analysis (Bowen, 2009; O’Leary, 2014). After reviewing many primary and previous studies (Dikken, 1995; Freeborn, 1987; Lindstromberg, 1996, 2010; Nishimura, 2005; Radden, 1985), the findings show that English prepositions in, on, and at have not only their prototypical meanings but also implicit meanings, which may be extended by metaphors. It is also found that there is an intimate relationship between the spatial and temporal meanings of prepositions. Besides, the prototypical meanings of in, on, and at can be the foundation to learn other spatial or temporal concepts. Therefore, it is suggested that understanding metaphors and the implicit meanings embedded in prepositions can help EFL students’ learning of English language.

scholarly journals Exploring Gender-based Language Identity Among Iranian EFL Learners

2017 ◽  
Vol 6 (4) ◽  
pp. 70
Author(s):  
Hossein Khodabakhshzadeh ◽  
Mansooreh Hosseinnia ◽  
Fatemeh Ahmadi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
American English ◽  
Male And Female ◽  
Efl Learners ◽  
Language Identity ◽  
Australian English ◽  
Gender Based

The purpose of this study is examining the language identity among male and female language learners in Iran. 1268 English language learners from different parts of the country from different ages and Iranian ethnicity and English language proficiency levels participated in this research. Validated and reliable scales of measuring language identity was used. The results of this study revealed that male and female English language learners are significantly different in their language identity and Iranian English language learners are in a moderate level of language identity. Moreover, the majority of the participants in each gender (male: 35.52%, and female: 50.88%) chosen American English as their favorite pronunciation kind, females (41.04) prefer Persian English more than males (20.94), and the lowest percent among male learners is related to Australian English (7.05) and among female learners is related to Canadian (1.54). 

scholarly journals "How many c(R)s do you have?"

2018 ◽  
Vol 4 (1) ◽  
pp. 2-16
Author(s):  
Alexandra Hofbauer
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
American English ◽  
Young Female ◽  
English Language Proficiency ◽  
British English ◽  
Factors Affecting ◽  
American Media ◽  
Group A ◽  
Number Of Individuals

Singapore English (SgE) is, thus far, not known to be a rhotic variety of English, having its roots in standard British English (BrE). However, recent studies have shown evidence of rhoticity in SgE, and this has been attributed to the widespread influence of the American media, especially on local youth. This study questions the factors affecting rhoticity among young, female Singaporeans. It looks at rhoticity in SgE by considering speakers who have attended a particular group of schools with a strong tradition of English language proficiency. Rhoticity is investigated through a reading task and a Diapix task, and it is found that within this group a small number of individuals do exhibit some limited rhoticity, but that most of them seem to prefer a more local speech style. The use of rhoticity and American English (AmE) evidenced here is nonetheless interesting, perhaps taking on a more specific function in this group—one of achieving particular conversational goals and of establishing commonality among a group who share an affinity with American culture.

scholarly journals EFL students’ attitudes towards learner autonomy in English vocabulary learning

2020 ◽  
Vol 3 (2) ◽  
pp. 86
Author(s):  
Thao Quoc Tran
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Structured Interviews ◽  
Efl Learners ◽  
Higher Institution ◽  
Efl Students ◽  
Students Attitudes ◽  
Shed Light

Whether EFL learners can use English well or not depends much on vocabulary they possess. Learner autonomy (LA), however, plays a pivotal role in amassing EFL learners’ vocabulary. This study endeavored to explore students’ attitudes towards LA in English vocabulary learning. Two hundred English majors from a Ho Chi Minh City based higher institution, Vietnam got involved in answering the closed-ended questionnaire, and ten students took part in semi-structured interviews. The findings indicated that participants were cognitively aware of the importance of LA in English vocabulary learning, but affectively and behaviorally they showed low interest in LA in English vocabulary learning. Such findings may shed light on how to improve the teaching and learning of the English language in general and English vocabulary in particular at the research context and other similar EFL contexts.

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