scholarly journals The Phonological Evolution of Current Spoken English: A Case Study

2017 ◽  
pp. 709-718
Author(s):  
Andrea Esteve Recatalà
Keyword(s):  
Spoken English

scholarly journals The Role of Camp in Promoting the Participants’ Spoken English Expression

2015 ◽  
Vol 2 (1) ◽  
pp. 46-58
Author(s):  
Jalaluddin Jalaluddin
Keyword(s):  
The Other ◽  
Focus Group Interviews ◽  
Design Data ◽  
Spoken English ◽  
English Expression ◽  
Speaking Skill ◽  
English Speaking ◽  
Group Interviews

The study investigated the topics of participants’ spoken expressionin an English camp and how the topics were discussed.A case study was applied as the research design. Data were gained from focus-group interviews, observation, and questionnaire. The results showed that the participants talked about various topics, which could be categorized into two types i.e. guided topics and situational topics. Guided topics were discussed by the participants in guided conditions. On the other hand, situational topics appeared naturally with respect to the situation. The data also indicated that the activeness and confidence of the participants to talk in English gradually increasedduring the English camp. The findings suggested that English campsbeheld regularly as they can boost the participants’ English speaking skill.

scholarly journals Investigating Learners’ Beliefs in Learning English: A Case Study

2020 ◽  
Vol 6 (2) ◽  
pp. 153-170
Author(s):  
Luluk Iswati
Keyword(s):  
Foreign Language ◽  
Quantitative Data ◽  
Quantitative Research ◽  
English Education ◽  
Training Centre ◽  
Spoken English ◽  
English Class ◽  
Foreign Language Aptitude ◽  
Learning English

ABSTRACTThe purpose of this study was to investigate the beliefs of English as a Foreign Language (EFL) learners in a mixed-ability class of a private university in Yogyakarta. Having 30 respondents who took an English class at the Language Training Centre of the university, this study mostly employed a quantitative research design, through which data were taken using the BALLI questionnaire consisting of 35 question items.  To support the quantitative data, interview were conducted. The quantitative data were analyzed using a 5-point Likert-scale, while the qualitative data were verbally described.  The results show that learners’ self-efficacy and expectation about learning English is low (3.20); learners’ perceived value and nature of learning spoken English is fair (3.76); learners’ beliefs about foreign language aptitude is low (3.11); learners’ beliefs in formal structural studies (3.11) is also low. Therefore, it is suggested that teachers evaluate their teaching approach and strategy in order to increase students’ motivation, confidence, and interest in learning English which can eventually promote learners’ success in learning English as a foreign language.ABSTRAKTujuan dari penelitian ini adalah untuk menyelidiki keyakinan bahasa Inggris sebagai Bahasa Asing (EFL) pada kelas dengan kemampuan campuran di universitas swasta di Yogyakarta. Dengan 30 responden yang mengambil kelas bahasa Inggris di Pusat Pelatihan Bahasa universitas tersebut, penelitian ini menggunakan metode kuantitatif, dimana data diambil menggunakan kuesioner BALLI yang terdiri dari 35 buah pertanyaan. Untuk mendukung data kuantitatif, wawancara dilakukan. Data kuantitatif dianalisis menggunakan skala Likert 5 poin, sedangkan data kualitatif dijelaskan secara verbal. Hasil penelitian menunjukkan bahwa: efikasi diri dan harapan mahasiswa dalam belajar bahasa Inggris rendah (3,20); nilai yang dirasakan mahasiswa dan sifat alamiah dalam belajar bahasa Inggris secara lisan adalah cukup (3,76); keyakinan mahasiswa tentang bakat dalam belajar bahasa asing rendah (3,11); dan keyakinan mahasiswa dalam studi struktural formal rendah (3,11). Oleh karena itu, disarankan agar dosen mengevaluasi pendekatan dan strategi pengajaran mereka untuk meningkatkan motivasi, keyakinan diri, dan minat mahasiswa dalam belajar bahasa Inggris yang pada akhirnya dapat mendukung keberhasilan mereka dalam belajar bahasa Inggris sebagai bahasa asing. How to Cite: Iswati,L. (2019). Investigating Learners’ Beliefs in Learning English: A Case Study. IJEE (Indonesian Journal of English Education), 6(2), 153-170. doi:10.15408/ijee.v6i2.14362

scholarly journals Treading on a Foreign Land: A Multiple Case Study of Chinese International Students’ Academic Acculturation Experiences

2019 ◽  
Vol 10 (3) ◽  
pp. 25-35 ◽  
Author(s):  
Deyu (Cindy) Xing ◽  
Benjamin Bolden
Keyword(s):  
International Students ◽  
Multiple Case Study ◽  
Chinese International Students ◽  
Direct Result ◽  
Spoken English ◽  
Sense Of Competence ◽  
Foreign Land ◽  
Multiple Case ◽  
Cross Case Analysis

This article reports a multiple case study to explore the lived academic acculturation experiences of four Chinese international students with limited oral English capacity and how they describe the relationship between low oral English proficiency and academic acculturation. Self-Determination Theory was utilized as the theoretical framework to inform data collection and analysis. Findings indicated all four Chinese students experienced significant psychological stress during their academic acculturation as a direct result of their limited spoken English capacity, which negatively impacted their sense of competence, autonomy and particularly relatedness. Emotional pain, involuntary isolation, helplessness, and regret emerged as the salient themes from the cross-case analysis. Implications for various stakeholders are discussed.

It has been said that Britain in the 1940s and 1950s was the only place in the world that a person’s social status could be noted within seconds by accent alone. Oral communication and vocabulary was status laden. Accent revealed education, economic position and class. Today, particularly in certain professions (including law), regional accents can often be a source of discrimination. Such discrimination is not spoken of to those whose speech habits are different; only to those whose speech habits are acceptable, creating an elite. Given the variety of oral communication, accent, tone and vocabulary, it is clear that it is not just the language that is important but how it is communicated and the attitude of the speaker. Does it include or exclude? Written expressions of language are used to judge the ultimate worth of academic work but also it is used to judge job applicants. Letters of complaint that are well presented are far more likely to be dealt with positively. The observation of protocols concerning appropriate letter writing can affect the decision to interview a job applicant. So, language is extremely powerful both in terms of its structure and vocabulary and in terms of the way it is used in both writing and speaking. Rightly or wrongly, it is used to label one as worthy or unworthy, educated or uneducated, rich or poor, rational or non-rational. Language can be used to invest aspects of character about which it cannot really speak. An aristocratic, well spoken, English accent with a rich vocabulary leads to the assumption that the speaker is well educated, of noble birth and character and is rich; a superficial rationale for nobleness, education and wealth that is quite often found to be baseless. 2.4 CASE STUDY: THE RELATIONSHIP BETWEEN LANGUAGE, LAW AND RELIGION Religion, politics and, of course, law find power in the written and spoken word. Many aspects of English law remain influenced by Christianity. The language of English law, steeped in the language of Christianity, speaks of the ‘immemorial’ aspects of English law (although the law artificially sets 1189 as the date for ‘immemoriality’!). In many ways the Christian story is built into the foundation of English law. Theories of law describe the word of the Sovereign as law; that what is spoken is authority and power, actively creating law based on analogy just as God spoke Christ into creation. Since the 16th century, when Henry VIII’s dispute with the Holy Roman Catholic Church caused England to move away from an acceptance of the religious and political authority of the Pope, English monarchs have been charged with the role of ‘Defender of the Faith’. As an acknowledgment of modern pluralist society, there have recently been suggestions that the Prince of Wales, if he becomes King, should perhaps consider being ‘Defender of Faith’, leaving it open which faith; although the role is tied at present to Anglicanism, that Christian denomination ‘established by law’. English law recognises the Sovereign as the fountain of justice, exercising mercy traceable back to powers given by the Christian God. Indeed, this aspect of the

2012 ◽  
pp. 26-26
Keyword(s):  
Catholic Church ◽  
Oral Communication ◽  
Roman Catholic Church ◽  
Job Applicant ◽  
Spoken English ◽  
English Law ◽  
Rational Language ◽  
Language Law

scholarly journals An intonational analysis of deaf speech: A case study

1986 ◽  
Vol 33 (1) ◽  
Author(s):  
Marguerite Schneider
Keyword(s):  
Spoken English ◽  
English Speaking

The intonation of an English speaking congenitally deaf adult was analysed using the framework set out by Crystal (1969) for normal spoken English. The analysis revealed a deviant and efficient intonation system. The main features of this system included, firstly, an excessive use of tone units resulting in unintentionally emphatic sounding speech; secondly, inaccurate and inconsistent use of both the grammatical and accentual junctions of tonicity; and thirdly, a deficient tone system with additional abnormal use of the tones which formed the subject's tonal repertoire. This paper highlights the need for both phonetic and phonological analyses in order to obtain a true indication of a speaker's performance.

scholarly journals A Corpus-Based Analysis of Simultaneous Speech in English Conversation

2021 ◽  
Author(s):  
◽  
Anping He
Keyword(s):  
Teaching And Learning ◽  
Social Constraints ◽  
Teaching English ◽  
Linguistic Features ◽  
Spoken English ◽  
Chinese Learners ◽  
And Gender ◽  
Chinese And English ◽  
Specific Degree

<p>This is a study of the distribution of 2011 instances of simultaneous speech in a 91,802-word subcorpus from the London-Lund corpus of Spoken English. Five categories of simultaneous speech (successful and unsuccessful turn-bidding, successful and unsuccessful turn-competing, and backchannelling) were analysed in terms of: (a) characteristics of the prosodic, lexical and grammatical context in which simultaneous speech occurs; (b) linguistic devices and strategies in aspects of prosody, discourse and pragmatics which are frequently used to introduce simultaneous speech; (c) variables such as speech domain, degree of familiarity between interlocutors, speakers' status and gender which may influence the frequency of simultaneous speech and affect the occurrence of the linguistic features and devices associated with simultaneous speech. In a complementary case study, 288 instances of simultaneous speech in Chinese (Cantonese) were also analysed in a 10385-word sample of Chinese conversation, and compared with simultaneous speech in English. The findings of the study show: (a) Simultaneous speech is rule-governed and context-constrained. It is most likely to occur at a unit boundary which is prosodically, lexically and syntactically marked. It is often introduced and carried out by a number of prosodic devices, discourse items and repetition strategies. This is particularly the case in turn-bidding and turn-competition. (b) Frequency of simultaneous speech seems to be strongly associated with degree of formality of speech domain and degree of familiarity between interlocutors, but loosely related to speakers' status and gender. However, particular linguistic devices and strategies seem more preferred by interlocutors in a specific speech domain, or with a specific degree of familiarity, or having specific status or gender. (c) Chinese and English simultaneous speech share many similarities in terms of pragmatic functions, and linguistic devices and strategies employed, though equivalents between the two languages are not always found. However social constraints on turn-bidding seem different in the two languages especially in terms of age, status and gender. The descriptive findings of the study help explain why Chinese learners of English find it difficult to take a turn in English conversation, and especially to bid for a turn. Thus the study enhances our awareness of the linguistic features of English conversation and the factors which can affect Chinese students' pragmatic and discourse competence. Moreover, the computer corpus approach adopted in the research provides a way of obtaining rich input for teaching English discourse devices in terms of prosody, lexicon and syntax and suggests further applications of corpus-based research in the study of language teaching and learning.</p>

scholarly journals “Down the Language Rabbit Hole with Alice”: A Case Study of a Deaf Girl with a Cochlear Implant

2011 ◽  
Vol 2011 ◽  
pp. 1-8 ◽  
Author(s):  
Jean F. Andrews ◽  
Vickie Dionne
Keyword(s):  
American Sign Language ◽  
Reading Proficiency ◽  
Deaf Children ◽  
Spoken English ◽  
English Only ◽  
Code Mixing ◽  
Qualitative Descriptive ◽  
Research Questions ◽  
Reading Activities

Alice, a deaf girl who was implanted after age three years of age was exposed to four weeks of storybook sessions conducted in American Sign Language (ASL) and speech (English). Two research questions were address: (1) how did she use her sign bimodal/bilingualism, codeswitching, and code mixing during reading activities and (2) what sign bilingual code-switching and code-mixing strategies did she use while attending to stories delivered under two treatments: ASL only and speech only. Retelling scores were collected to determine the type and frequency of her codeswitching/codemixing strategies between both languages after Alice was read to a story in ASL and in spoken English. Qualitative descriptive methods were utilized. Teacher, clinician and student transcripts of the reading and retelling sessions were recorded. Results showed Alice frequently used codeswitching and codeswitching strategies while retelling the stories retold under both treatments. Alice increased in her speech production retellings of the stories under both the ASL storyreading and spoken English-only reading of the story. The ASL storyreading did not decrease Alice’s retelling scores in spoken English. Professionals are encouraged to consider the benefits of early sign bimodal/bilingualism to enhance the overall speech, language and reading proficiency of deaf children with cochlear implants.

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