European Journal of Applied Linguistics Studies
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2602-0254, 2602-0254

Author(s):  
Thai Cong Dan ◽  
Chau Vinh Thanh ◽  
Thai Phan Bao Han ◽  
Nghiem Xuan Vu

This study was conducted to investigate the effective organization of communicative activities in the periods of teaching English grammar skill. The site of this study was High school Teacher Practice-Can Tho University, in the Mekong Delta, Vietnam. The questionnaire and semi-structured interview protocol were the two main tools in gathering data from students and teachers of English at a high school. First, the research analyzed the problems of organizing “communicative activities” in teaching English grammar in high school. The problems related to teachers’ communicative method preference, the deep knowledge of communicative activities, and methodology compromise between teachers and students. They also were the noise and disorder acceptance, readiness for hard work, and the deep knowledge of English and wide understanding life. Moreover, role play is the challenge for weak students and the requirement for them. The troubles concerning with a structure were the most difficulties for students. On the other hand, this study found that noise, disorder, grouping were some suggestions for more effective communicative activities. Besides, furniture and seating arrangement, choice of genres and topics of game, monitoring and time limitation also were the best solutions for better communicative activities in teaching grammar. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0901/a.php" alt="Hit counter" /></p>


Author(s):  
Mai Thi Chuong ◽  
Vo Thi Lien Huong

This study aims to find the effects of using Collaborative Strategic Reading (CSR) on reading comprehension skills for non-English majored college students. It is related to (1) the effects after using CSR for non-English majored college students and (2) the experience sharing from teachers in the college for their students’ changes with CSR. This research type is experimental with reading comprehension tests. The data of this research is obtained by collecting results of pre-tests and posttests of 39 non-English majored college students in a college of Can Tho city. The meth odology of research is quasi experimental and the experience of 17 teachers about using CSR in teaching reading comprehension skills in questionnaire and 3 teachers for semi-structured interview. The techniques of collecting data are written test to find out the effects students on reading comprehension in college context. The test results showed that there is a significant different score between the experimental class and control class. The research finds the increasing of students’ reading comprehension results after being taught through Collaborative Strategic Reading (CSR) technique. Based on the results of tests, it will be found CSR technique has effects on reading comprehension skills better than without. It was shown that students reading achievement after given the treatment using Collaborative Strategic Reading (CSR) technique were higher than the students' reading achievement before they were given the treatment. Besides, interviews for teachers to find out how effective CSR in English teaching language successfully and improve students’ reading skills. They almost all chose agreements with the improvement when using CSR to increase their students’ reading comprehension skills and they had a positive attitude about using CSR as well as its effects on the students. They reported that their students could get more ideas and able to arrange them in their mind before. Their confidence in reading was increased and could use the other reading techniques more effectively such as skimming, scanning, guessing, and predicting. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0887/a.php" alt="Hit counter" /></p>


Author(s):  
Nguyen Le Ngoc Anh ◽  
Thai Cong Dan

Information literacy has proved to be one of the factors that help learners increase their writing academic in higher education institutions around the world. Therefore, developing information literacy curriculum for learners who speak English as a foreign language is of critical concern for librarians and English as a Foreign Language: EFL educators. However, in general, there is limited research about learners' information literacy experiences in English writing educational contexts. Therefore, this research fills a gap in the research, as it focuses on investigating the effects of EFL teachers’ use of the Information literacy model - Big6 on learners' argumentative writing. In this research, a mixed method combined both quantitative and qualitative designs was conducted to collect and analyze the data, including a pre-test and a post-test, questionnaires, classroom observations and semi- structured interviews. The findings show that there is a statistically significant difference between the writing performances at two time points of the experimental group who was taught English with information literacy skills. In addition, the findings indicate that EFL teachers and learners became more aware of the integration of information literacy skills into their teaching argumentative writing to learners. Key issues about training provision in this area were examined, and options of developing information literacy support for EFL learners were also discussed. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0794/a.php" alt="Hit counter" /></p>


Author(s):  
Alex De Lusignan Fan Moniz

Galician, one of Spain’s minority languages has existed for as long as Spanish, at least. Galician-Portuguese was a completely formed language with broadly homogenous written and spoken norms until two slightly different branches gradually emerged: Galician and Portuguese, starting in the thirteenth century. While Portuguese evolved and became one of today’s languages spoken across the world, Galician was confined and relegated to a regional vernacular, spoken in the province of Galicia and fringes of Asturias, in the Northwesternmost corner of Spain, bordering with Portugal. From the fifteenth to the nineteenth centuries, Galician ceased to exist in the written form and when it reappeared, it had adopted the Spanish norms. It was only in the 1980’s modern Spain and its accession to the EEC (now EU), that Galician finally (re)gained the status of official minority language in coexistence with the national language, Spanish or Castilian. Yet, whilst enjoying the official status protection from the Spanish State and fostered by the Council of Europe in terms of corpus and policy planning, education, usage in the press, media all aimed at revitalisation, Galician has not only been losing status and being eroded in an ever shifting diglossia relationship with Spanish, but also lost L1 speakers in the past forty years, and younger generations are more and more likely to either speak Galician as L2 or worse, chose not to speak it at all. This situation presents a contradiction and is the cause of conflict between different factions of Galician speakers, the Galegofalantes. Why and how can it be that a language which was repressed for over four hundred years, starts declining precisely after it was given official support? What factors played or are still at play in the steady decline and erosion of Galician? A study into historical, social, economic, cultural, regional, and international factors, events and particularly politically motivated Language Planning Policies can partly explain the precariousness of the Galician language. The last forty years and particularly the new Millenium and the Internet, brought in fast-paced global changes with significant technological advances often requiring adaptation, and sometimes disintegration of traditional socio-cultural communities. The timing was unfavourable towards Galician, aided by consistent nationalist glottopolitics, the planned syntactic corpus fostered by the successive regional governments and most local authorities, led to further deterioration and stagnation of Galician whilst galvanising further lexical and semantic influx of Spanish into the Galician language. Access to education, libraries, study materials, publications, research tools on the Internet is often available in Spanish only. Higher education and academia are dominated by Spanish, as are public services, institutions, the judicial system, mass-media and communication at all levels in everyday life. Some Galicians are happy with the pro-Spanish language norm also known as Isolationism, seemingly oblivious of the language-shift and replacement even in remote, rural societies. Others demand a Galician spelling much closer to Portuguese, her natural sibling and see the official re-unification, or Reintegrationism, with the Lusophone world as the only way to save Galician from an impending death. With deep-rooted divisions and conflicts, a compromise between Isolationists and Reintegrationists seems unlikely, except if there is markedly political change and with that a reversed language shift will take place. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0895/a.php" alt="Hit counter" /></p>


Author(s):  
Isaac Kwabena Adubofour ◽  
Daniel Afrifa-Yamoah ◽  
Yaa Amponsah Owusu-Afriyie

The study focused on ascertaining the phonological processes that characterize the speech patterns of some selected preschool children. Data was collected from a sample of ten (10) pupils from ages 1-5 spanning the accepted age range for pupils to be in preschool in Ghana. Productions of the participants on words were recorded and later analyzed to determine the phonological processes present. It was found that the phonological processes that characterized the speech of the sample are syllable structure processes (e.g. cluster reduction); substitutions; and insertions. Further, it was found that age has a role to play in the presence of phonological processes in the speech of an individual. It was found however that some of the pupils were able to correctly articulate sounds when they were repeated to them. The study recommends that this study be extended to other school children in the country as well as teachers and other stakeholders towards ensuring the school-going children learn English pronunciation the right way. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0897/a.php" alt="Hit counter" /></p>


Author(s):  
Guillermo Bartelt

Restraint and indirectness in the macro-speech act of admonishment, in the context of American Indian intertribal gatherings called powwows, are assessed as to their strategies of inclusiveness, dissociation, and reaffirmation of conservative social structures. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0881/a.php" alt="Hit counter" /></p>


Author(s):  
Gerald Njuki Muriithi

This study is based on a pulpit discourse and aimed at determining the speech acts that are used in sermons. The research is based on the Anglican Churches within Kirinyaga. The study shows how priests use the speech act to influence the hearers or congregation to make decisions. The research was also based on both speech act theory and the cooperative principle to understand the contextual basis deep. The maxims of the speech act are discussed, and recommendations are made on how they are supposed to be embraced for quality purposes. The research used several methods of collecting first-hand information. These methods were both based on qualitative and quantitative data. They include observation, recording, and direct interviews which were later analyzed and recorded for reference in the future. For instance, the recordings were transcribed and recorded in disks that were not prone to attack by malware. The types of speech acts used in the sermons include verdictives, commissives, declarations, representatives, and directives. These speech acts were representing a part of the sermon which conveyed a strong basis of the sermon. Thus, it acted as a strengthening catalyst. The study on the other hand showed how the speaker used the speech acts to inform, congratulate, make promises, and condemn. It is therefore recommended that the Bible Teaching Institutions should make sure before releasing a person for priestly duties is well conformed with the speech acts in such a way that the congregation can rely on them in times of word which is aimed at changing their lives and affecting their decision making. In conclusion, the research is solely concerned with speech acts in Anglican Churches within Kirinyaga and the same should be done in other churches to come up with a contextual distinctive clue on the same subject. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0889/a.php" alt="Hit counter" /></p>


Author(s):  
Albert Mogambi Moinani ◽  
Margaret Nasambu Barasa

This paper explores political leaders’ utterances in regard to the Mau Forest complex in Kenya. The paper adopts an ecolinguistic approach to critical discourse analysis to shed light on how political leaders use language to encode their perceptions and feelings about environmental conservation in general and Mau Forest restoration in particular. Awareness on such language use is important because of the understanding that political leaders are part of the elite members of society who inform and direct public opinion on many critical issues in society. The political class also controls the agenda of public debate on many societal issues. Using Critical Discourse Analysis within Halliday’s (1994) Systemic Functional Grammar (SFG) approach, this paper brought to fore how the political class uses language to (de)emphasize or conceal meanings depending on whether such meanings or beliefs are for or against the political leaders’ interests. The findings revealed that the political leaders perceived the forest conservation programme as oppression, distortion and provocation to ethnic-based violence. In addition, the politicians’ lexical choices indicate that the politicians perceived the Mau Forest restoration programme as a falsehood propagated by the political rivals. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0874/a.php" alt="Hit counter" /></p>


Author(s):  
Shujun Wan

This article aims at exploring the discourse moves of giving advice in the online context with an Internet travel forum as an example. The article first reviews relevant literature concerning advice and advice giving. Previous research on online advice giving is also reviewed in the following section. Then, the instrument for data collection of the present study is introduced and online messages, including problem messages and response messages are analyzed from different aspects, e.g. problem description, discursive moves in advice messages and how the initial problem writer responded to the advice-givers. The present study finally reaches to the conclusion that advice and assessment are the two most frequent advice moves in advice messages. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>


Author(s):  
Salamuddin Selian

In this study, this paper focuses on analyzing the cohesion on the texts which related to the marriage and circumcision ceremonies in Alas language. There are two texts for each ceremony which contain the wisdom and advice addressed and given during the circumstances. The paper employed an analytical descriptive qualitative method that is aimed at describing the words, sentences and discourse of these cultural events. The finding showed that every data or text has a cohesion realization contained in each text or each text from texts 1 to 4. Texts 1-2 are about marriage; texts 3 and 4 are about circumcision. The cohesion of each text is determined by the completeness and frequency of occurrence or use of cohesion tools, namely (1) referents, (2) ellipsis/substitution, (3) conjunctions and (4) lexical cohesion and are all contained in the text itself. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>


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