Influence of Language Elements in Understanding Language Context in Social Media

The purpose of this study was to analyze the causes of misunderstandings related to an article on social media that led to cyberbullying. The research focuses on analyzing the influence of language elements on perspective or the ability to understand the meaning of a piece of writing on social media. This research was conducted using a descriptive method with a quantitative approach. The source of the research data was obtained using data collection techniques with a questionnaire or questionnaire method given to 100 teenagers who were active users of social media with an age range of 13-24 years. The data obtained were analyzed by descriptive statistical analysis techniques. The results showed that: 1). There is a significant influence of language elements such as the choice of diction, the use of punctuation marks, the use of capital letters, and intonation of writing on the understanding of social media users, 2). The literacy ability of social media users has an impact on cases of cyberbullying due to a misunderstanding of an article, 3) All social media has the potential to be a place for cyberbullying, especially Twitter, 4). It is important to note that language elements are used in writing on social media to avoid ambiguity of meaning.

Hur skapas en rebelltjej på svenska?

What’s a Rebel Girl in Swedish? On the Translation of Elena Favilli and Francesca Cavallo’s Good Night Stories for Rebel Girls Abstract: This article investigates the translation of Good Night Stories for Rebel Girls: 100 Tales of Extraordinary Women, a children’s book written and published by Elena Favilli and Francesca Cavallo in 2016. Within the framework of Gideon Toury’s Descriptive Translation Studies and Katharina Reiss’ text typology, the study focuses on the Swedish translation Godnattsagor för rebelltjejer: 100 berättelser om fantastiska kvinnor from 2017, including comparisons with the Danish, French, and Norwegian translations, with a view to discover the differences between the text versions. Analysis shows that the Swedish translation is less source-text dependent than the other translations, downplaying the fairytalization of the stories and tending to strengthen the informative component of the text. Poetic language and metaphors are less apparent in the Swedish translation, while hedging, explicitation as well as specification of time, place and chronology contribute to making the text more factual. A further finding is that more adult language is used in the Swedish translation. The article ends by summarizing the main findings and discussing a few explanations for the adaptation of the Swedish translation with regard to its target language context.

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context

Learners’ emotions in learning a foreign language are claimed to shape complicated dynamic associations contributing to their motivational and linguistic outcomes, as evidenced by recent research in this area. In order to advance this research area, this study sought to investigate the foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) as the predictors of ideal L2 self in Iranian English as a Foreign Language (EFL) context. The total number of 195 English-major students from various universities completed an online survey containing the three scales in question. The measurement models were first verified using confirmatory factor analysis (CFA). Then, the structural model for the relations among the variables was tested employing structural equation modeling (SEM). The SEM results showed that although FLE and FLCA significantly predicted ideal L2 self, FLE was a stronger predictor of ideal L2 self than FLCA. This study provides significant pedagogical implications for EFL practitioners.

AN INTERCULTURAL PERSPECTIVE OF ERROR CORRECTION AND STUDENT LEARNING IN ENGLISH AS A FOREIGN LANGUAGE CONTEXT

<p>Error correction is an essential component of language learning. It takes different forms that can affect language learning either positively or negatively. In the foreign language learning context, where the classroom is the only environment where the learners encounter the target language, error correction must be central to learning. It can easily be a demotivation factor to language learning. In this paper, the author examines error correction in High schools in Burkina Faso. The article explores how teachers deal with error corrections in the classroom and error treatment on student learning. The author conducted a qualitative study using classroom observations and interviews with teachers and students as data collection methods.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0882/a.php" alt="Hit counter" /></p>

Code-Switching patterns differentially shape cognitive control: Testing the predictions of the adaptive control hypothesis

Bilinguals engage in qualitatively different code-switching patterns (alternation, insertion, and congruent lexicalization) to different degrees, according to their engagement in different types of interactional contexts (single-language context, dual-language context, and dense code-switching context). Drawing on the adaptive control hypothesis, we examined whether bilinguals’ code-switching patterns would differentially shape multiple aspects of cognitive control (interference control, salient cue detection, and opportunistic planning). We found that a dense code-switching context, which predominantly involves insertion and congruent lexicalization, was positively associated with verbal opportunistic planning but negatively associated with interference control and salient cue detection. In contrast, a dual-language context, which predominantly involves alternation, was not associated with interference control or salient cue detection, but with significantly reduced response times for opportunistic planning. Our findings partially corroborate the theoretical predictions of the adaptive control hypothesis. Altogether, our study illustrates the importance of bilinguals’ disparate code-switching practices in shaping cognitive control outcomes.

Palestinian EFL University Students’ Problems with the Reading Sections of the TOEFL Internet-based Test and the Revised TOEFL paper-delivered Test

Despite Palestinian university students’ problems with the Test of English as a Foreign Language Internet-based Test, no researchers approached this research area in the Palestinian English as a Foreign Language context. The present study attempted to answer a question focusing on Palestinian university students’ problems with the reading sections of the Test of English as a Foreign Language Internet-based Test and the revised Test of English as a Foreign Language paper-delivered test. The participants were 65 fourth-year students studying English at Al-Aqsa University. The researcher employed four instruments: a test, a group semi-structured interview, and two individual semi-structured interviews. Results showed the students’ problems with the reading sections of the two types of tests, such as the irrelevance of the topics of the tests to the students’ content background knowledge, students’ lack of exposure to lengthy passages, students’ slow reading speed, and the students’ lack of linguistic proficiency. Additionally, the study offered many recommendations for Educational Testing Service experts and Al-Aqsa university students and instructors.

Modulatory Effects of Language Context on Executive Functioning in Multilinguals

The advantages of bilingualism on executive functioning have received intense attention over the past decade with recent research patterns converging on multilingualism rather than just bilingualism. However, whether an advantage exists is far from conclusive, with convincing evidence on both sides of the debate. The present study investigated whether multilingual experience predicts better executive functioning (EF), and if language contexts modulate the relationship. 77 English-Mandarin simultaneous multilinguals completed a modified flanker task which varied according to language context (Neutral, Single-language or mixed-language contexts). Participants were instructed to ignore the task-irrelevant words during the single context blocks (English or Mandarin only) and mixed-language block (English &amp; Mandarin). The first key finding is that multilingual experience predicted better performance but only in the mixed-language block. Second, language context moderates the strength of the relationship between multilingualism and flanker task performance. These findings provide direct evidence for the Adaptive Control Hypothesis. Furthermore, the present study demonstrated the use of a novel measure of multilingualism – the Multilingual Language Diversity score – as a significant predictor of enhanced EF in different language contexts. We end this paper by discussing practical guidelines for research moving forward.

LANGUAGE CONTEXT NAMING SYSTEM BATAK TOBA CULTURE

A name as part of a language used as a marker of a person's identity. The name will also show the culture of the owner of the name. For example, if you hear the names Johannes, Markus, Samsul, Pardomuan, Rumondang, Sujono and Paijo, it will at least give us an idea of the religion or ethnicity of the owners of these names. In this case, the author will try to uncover the naming system on the Batak Toba ethnic group. In Batak Toba culture itself the naming system is given to a person more than once according to the status of the individual. From birth to death, a person will get several names. The purpose of this study is to describe or describe the Batak Toba ethnic naming system. Data collection is done by capable methods, notes, and records. The capable method of fishing technique is used to dig up data from informants. The data that has been obtained is recorded and simultaneously recorded. For this method of ability the author selected two informants who were 62 years old. The naming system in batak toba culture is (1) naming in the period before acquiring offspring; (2) Giving a name before being given the real name (prename), (3) Goar Sihadakdanahon (real name / since birth). In goar sihadakdanahon there are several examples of naming taken from the names of the week found in huria Christian Batak Protestant, especially for those who adhere to Christianity. The names are Trinitatis, Letare, Judika, Rogate, Advent, Exaudi, Sebtu Egatima, Seksagesima, Estomihi, Invokatif, Renimiscere, Okuli, Palmarum, Quatimodogenic, Nisericordiasdomini, Jubilate, Kantate, Ephipanias, and Pentekosta, (4) Panggoaran (name of the eldest child/grandson), (5) Goar-goar (nickname), (6) Marga (family name/relative) (7) Naming by Origin or place of birth.