scholarly journals Developing Lexical Competence Through Literature: A Study of Intermediate Students of Pakistan

2018 ◽  
Vol 8 (4) ◽  
pp. 164
Author(s):  
Muhammad Din ◽  
Mamuna Ghani
Keyword(s):  
Quantitative Research ◽  
Vocabulary Knowledge ◽  
Intermediate Students ◽  
Efl Learners ◽  
The Difference ◽  
Lexical Competence ◽  
Esl Learners ◽  
Insight Into ◽  
And Task

This study brings to light the fact how much teaching English through literature renders any pay off in developing and honing the EFL/ESL learners’ lexical competence. This study strives to investigate the role of literature in developing the ESL/EFL learners’ lexical competence, find out the ESL/EFL learners’ attitude towards teaching lexical competence through literature, know the lexical competence level of the ESL learners, examine ESL/EFL learners’ vocabulary knowledge and get insight into the difference between the ESL/EFL learners’ receptive and productive knowledge of vocabulary. In the Pakistani context, literature seems to be inadequate language teaching tool at HSSC level. To achieve the set objectives, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 15 items encompassing the different aspects of vocabulary was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher has also conducted “Vocabulary Level Test” and “Word Associate Test” as achievement tests. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop lexical competence when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

scholarly journals The Effect of Teaching English through Literature on Creative Writing at HSSC Level in Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 142
Author(s):  
Mamuna Ghani ◽  
Muhammad Din
Keyword(s):  
Creative Writing ◽  
Quantitative Research ◽  
Language Skills ◽  
Achievement Test ◽  
Teaching Tool ◽  
Teaching English ◽  
Efl Learners ◽  
Language Areas ◽  
Esl Learners ◽  
And Task

Creative writing means the ESL/EFL learners’ capacity to respond vividly and spontaneously, and to convey responses freely in their writing. This study brings to light the fact that teaching English through literature does not render any positive pay off in developing and honing the EFL/ESL learners’ creative writing. In the Pakistani context, literature seems to be inadequate and improper language teaching tool at HSSC level. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 15 items encompassing the different aspects of creative writing was designed to collect data from 600 subjects (male/female) of intermediate level. The researcher also conducted an achievement test so that a correlation might be drawn between their attitude towards “developing creative writing through literature” and the score of their achievement test. The collected data were analyzed through software package (SPSS XX). The findings of this study explicitly reveal that the EFL learners remain unable to develop both the language skills (particularly writing skill) and language areas when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the EL educators.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals A Study of Relationship Between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing

2018 ◽  
Vol 1 (2) ◽  
pp. p77
Author(s):  
Parisa Barkhodari
Keyword(s):  
Data Analysis ◽  
Significant Role ◽  
Word Association ◽  
Vocabulary Knowledge ◽  
Intermediate Level ◽  
Appropriate Use ◽  
Writing Performance ◽  
Efl Learners ◽  
Intermediate Learners

This study investigated the Relationship between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing. The purpose of this study was to see the role of depth of vocabulary knowledge in making appropriate choices among words in a semantic set in EFL learners’ writing performance. 70 lower-intermediate and upper-intermediate learners of English as a foreign language (EFL) from the language learners of English institute in Bandar Abbas, Iran participated in this study. Instruments for the data collection include Word Association Test (WAT), Vocabulary Knowledge Scale (VKS), and four writing tests. In the first phase, using MANOVA statistical procedure for data analysis, the role of depth of vocabulary knowledge in writing performance and appropriate use of words in a semantic set in overall writing quality was investigated. The second part of the study attempted to explore the role of appropriate use of words in a semantic set in the participants’ overall writing performance using independent sample t-test. Finally, attempts were made to identify the role of depth of vocabulary knowledge and appropriate use of words in a semantic set in the overall use of words in the participants’ writings using a two-way ANOVA as the data analysis technique. The results of the data analysis provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was revealed for the upper-intermediate group, d) the upper-intermediate learners could benefit from their knowledge of depth of vocabulary in using words, in general, correctly and appropriately. The findings promise some pedagogical implications for vocabulary and writing curriculum development, material development, and course designing.

Peruvian small and medium-sized enterprises and COVID-19: Time for a new start!

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susanne Durst ◽  
Mariano Martin Genaro Palacios Acuache ◽  
Guido Bruns
Keyword(s):  
Latin America ◽  
Crisis Management ◽  
Structured Interviews ◽  
Content Type ◽  
Qualitative Research Design ◽  
The People ◽  
Starting Point ◽  
The Difference ◽  
Insight Into

Purpose Crises of any type have become an integral part of business activity and responses to them could make the difference between survival and failure. This applies in particular to small and medium-sized enterprises (SMEs). Taking the coronavirus (COVID-19) pandemic as a starting point, this study aims to investigate how Peruvian SMEs have been coping with COVID-19 so far. Based on that a conceptual framework is proposed which highlights the practice of SMEs trying to deal with a new type of crisis. Design/methodology/approach The study is based on an exploratory qualitative research design involving 25 semi-structured interviews conducted in Peruvian SMEs. Findings The findings demonstrate how the Peruvian firms studied to adapt to the new situation and initiate responses to increasing the chance of survival. Furthermore, the role of the companies’ decision-makers, as well as the role of crisis management and other related approaches in the companies are shown. Research limitations/implications The paper expands the underdeveloped body of knowledge regarding crisis management in Latin America in general and crisis management in SMEs by providing insight into how Peruvian SMEs perceive and adapt to the COVID-19 pandemic. Practical implications The findings presented in this paper have implications for both managers and managerial staff of SMEs but also for the people in charge of the curricula at universities and other teaching-focused institutes. Originality/value To the authors’ knowledge, this is the first empirical study of crisis management on the impacts of COVID-19 with a dedicated focus on SMEs from Latin America. It provides fresh insight into current reactions to the Pandemic.

The Impact of Test Anxiety on EFL Pre-service teachers in Northern Cyprus

2021 ◽  
Vol 10 (1) ◽  
pp. 1-20
Author(s):  
Chinaza Solomon Ironsi ◽  
◽  
Hanife Bensen Bostanci
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Research Design ◽  
Quantitative Research ◽  
Language Teachers ◽  
Efl Learners ◽  
Northern Cyprus ◽  
The Impact

A lot has been written with regards to anxiety in education and how it affects academic performance of students though little is known on the impact of test anxiety or examinations on pre-service language teachers. This study decided to examine the role of examinations in inducing anxiety among EFL learners and the extent to which this affects academic performance of students. In order to achieve this, a quantitative research design was used for this study. A questionnaire was used to elicit information from the participants and the instrument was distributed to 55 EFL learners to elicit information on their opinions regarding the influence of test anxiety on the students. The instruments were face validated as well checked for reliability. After collecting the data and carrying out analysis, findings derived from the study were used to make valid pedagogical conclusions on the impact of test anxiety on EFL learners

scholarly journals PUBLIC RELATIONS IN LATVIA AT THE BEGINNING OF THE 21ST CENTURY: SUPPORTING FUNCTION OF THE ORGANIZATION’S MANAGEMENT AND / OR MARKETING

2010 ◽  
Vol 1 (2) ◽  
pp. 301
Author(s):  
Inga Pūre
Keyword(s):  
Public Relations ◽  
21St Century ◽  
Supporting Function ◽  
Public Relations Practitioners ◽  
Limited Length ◽  
The Difference ◽  
Management Functions ◽  
The Relationship ◽  
Insight Into

Public Relations (PR) in Latvia is a new cross - disciplinary branch, the beginning of which dates back to the gaining of independence. It has rapidly developed during the last twenty years. The interpretation of Public Relations though is still problematic. A lot of heads of establishments do not realize the importance of Public Relations in the development of enterprises. They do not see the difference between Public Relations and marketing. Public Relations is often viewed as a marketing supporting function. The aim of the article is to show the role of Public Relations as one of the essential management functions, explain and analyse the relationship between Public Relations and marketing, as well as to find the reason for the scarcity of the insight into what Public Relations is and offer the solution to the problem in regard to the situation in Latvia. The article offers analysis of the facts obtained from 25 detailed interviews with leading Public Relations practitioners and theoreticians as well as the analysis of the theoretical literature and other sources. All interviews could not be viewed in the article because of its limited length.

scholarly journals The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension

2015 ◽  
pp. 21-40 ◽  
Author(s):  
Maryam Danaye Tous ◽  
Abdorreza Tahriri ◽  
Sara Haghighi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Control Group ◽  
Male And Female ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Experimental Group

The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension. Also, results revealed that there was no significant difference between male and female EFL learners’ perception towards instructing CT through debate. It was concluded that instructing CT skills through debate strategy resulted in better understanding of reading texts.

scholarly journals The Representation of Bilingual Mental Lexicon and English Vocabulary Acquisition

2017 ◽  
Vol 10 (12) ◽  
pp. 24 ◽  
Author(s):  
Zhang Ying
Keyword(s):  
Vocabulary Acquisition ◽  
Mental Lexicon ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Mediating Role

This paper provides an overview of the theories on the organization and development of L1 mental lexicon and the representation mode of bilingual mental lexicon. It analyzes the structure and characteristics of Chinese EFL learners and their problems in English vocabulary acquisition. On the basis of this, it suggests that English vocabulary teaching should be adjusted to learners’ various proficiency levels at different stages. Learners should pay attention to the mediating role of Chinese, cultivate their English thinking pattern, and strengthen the development of in-depth vocabulary knowledge.

scholarly journals Corpus-Based Versus Traditional Collocation Learning: The Case of Iranian EFL Learners

2016 ◽  
Vol 3 (2) ◽  
pp. 103
Author(s):  
Elham Mohammadi Foomani ◽  
Karim Khalaji
Keyword(s):  
Control Group ◽  
Word Knowledge ◽  
Traditional Methods ◽  
Intermediate Students ◽  
Efl Learners ◽  
Teaching Procedure ◽  
Post Test ◽  
Experimental Group ◽  
Insight Into ◽  
Writing Task

<p>A vital aspect of word knowledge is knowledge of collocations. Regarding its central role in accurate and fluent use of words, it is essential to consider collocation learning as integral to the study of vocabulary. While different methods are proposed for teaching collocations, the efficiency of these methods is yet subject to question. This study sought to investigate the effectiveness of corpus-based learning of verb-noun collocations as opposed to the traditional methods. To this aim Collin Collocation Dictionary was used as a concordancing tool for learning collocations. Forty five upper-intermediate students divided randomly into control and experimental groups were studied. A pre-test was conducted to both groups before the experiment. Next, in 4 subsequent weeks, the experimental group was provided with 24 concordance collocations and was required to identify the collocations and miscollocations while the control group received traditional collocation training through texts. At the end of the teaching procedure a post-test as well as a writing task were administered to compare students’ collocation learning and their accurate application of collocations in the writing task. In a final step, an interview was conducted to gain insight into students’ perceptions of the design. The results indicated the experimental groups’ advantage in collocation acquisition as well as their application in writings. The interview results with seven students indicated their positive perceptions of the corpus-based design despite the reported limitations.</p>

scholarly journals The self-control consequences of political ideology

2015 ◽  
Vol 112 (27) ◽  
pp. 8250-8253 ◽  
Author(s):  
Joshua J. Clarkson ◽  
John R. Chambers ◽  
Edward R. Hirt ◽  
Ashley S. Otto ◽  
Frank R. Kardes ◽  
...  
Keyword(s):  
Political Ideology ◽  
The Self ◽  
Self Control ◽  
Task Persistence ◽  
Critical Difference ◽  
Attention Regulation ◽  
Political Conservatism ◽  
Insight Into ◽  
And Task

Evidence from three studies reveals a critical difference in self-control as a function of political ideology. Specifically, greater endorsement of political conservatism (versus liberalism) was associated with greater attention regulation and task persistence. Moreover, this relationship is shown to stem from varying beliefs in freewill; specifically, the association between political ideology and self-control is mediated by differences in the extent to which belief in freewill is endorsed, is independent of task performance or motivation, and is reversed when freewill is perceived to impede (rather than enhance) self-control. Collectively, these findings offer insight into the self-control consequences of political ideology by detailing conditions under which conservatives and liberals are better suited to engage in self-control and outlining the role of freewill beliefs in determining these conditions.

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