Forum for Linguistic Studies最新文献

Advancing Language Education through Multimodality: Insights from a Bibliographic Analysis 通过多模态推进语言教育：书目分析的启示

Forum for Linguistic Studies Pub Date : 2024-07-20 DOI: 10.30564/fls.v6i3.6691

Yue Li

引用次数: 0

Research on the Acceptance of Crowdsourced Translation Platform Technologies by Translators 关于翻译人员接受众包翻译平台技术的研究

Forum for Linguistic Studies Pub Date : 2024-07-15 DOI: 10.30564/fls.v6i3.6522

Hui Zhao, Ali Bin Selama, Kaiyisah Hanis Binti Mohd Azm

{"title":"Research on the Acceptance of Crowdsourced Translation Platform Technologies by Translators","authors":"Hui Zhao, Ali Bin Selama, Kaiyisah Hanis Binti Mohd Azm","doi":"10.30564/fls.v6i3.6522","DOIUrl":"https://doi.org/10.30564/fls.v6i3.6522","url":null,"abstract":"In the current era marked by rapid digitalization and globalization, crowdsourced translation platforms have emerged as key players in the global translation market, prized for their flexibility and efficiency. This new model of translation services not only provides a means to address large-scale translation demands but also introduces challenges and shifts in conventional translation workflows. This study investigates translators’ acceptance of paid crowdsourced translation platform technologies, with the aim of identifying the primary factors that influence technology acceptance and understanding how these factors impact translators’ work attitudes and behaviors. Through a mixed-methods approach that integrates surveys and in-depth interviews, the study gathers data from 300 translators with varied experiences and backgrounds. Utilizing the Technology Acceptance Model (TAM), the research reveals the significant effects of perceived usefulness and perceived ease of use on translators’ acceptance of technology. It is particularly noteworthy that translators show a high sensitivity to their perceptions of the platforms’ efficiency and potential changes in their income. Furthermore, job satisfaction emerges as a key factor in determining translators’ willingness to continue using crowdsourced platforms. This research not only provides insights into how to enhance the relationship between crowdsourced translation platforms and translators but also offers valuable recommendations for the advancement of translation education and the professional development of translators.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital Competence of Future English Language Teachers: Influence of Age and Gender on Their Self-perception 未来英语教师的数字化能力：年龄和性别对自我认知的影响

Forum for Linguistic Studies Pub Date : 2024-07-15 DOI: 10.30564/fls.v6i3.6613

Ingrid Mosquera-Gende

{"title":"Digital Competence of Future English Language Teachers: Influence of Age and Gender on Their Self-perception","authors":"Ingrid Mosquera-Gende","doi":"10.30564/fls.v6i3.6613","DOIUrl":"https://doi.org/10.30564/fls.v6i3.6613","url":null,"abstract":"This research analyses how age and gender may influence the self-perception of prospective secondary school teachers regarding their digital competence in teaching. Testing students’ self-perception can be a starting point for implementing programmes to improve this competence. To this end, the author presents the results of a didactic experience carried out within the framework of the subject Didactics of the English Language, as part of the Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching at a Spanish online university. Therefore, the subjects of the present study are future English teachers who are studying via a distance-learning modality. In order to measure their self-perception, they answered a questionnaire at the beginning and at the end of the course. This is a subject in which the teacher introduces numerous digital tools, both in synchronous online classes and through asynchronous activities, with students’ future teaching practice in mind. A mixed methodology is used: a previously validated quantitative questionnaire and a qualitative analysis of the responses obtained by students in the subject forums. Once the intervention had been carried out and the data analysed, it could be seen that the students’ self-perception in relation to their digital competence decreased, as they became more aware of how many tools they were unfamiliar with before starting the course. However, the difference was not equal between men and women, with the former being more positive than the latter. In reference to age, older participants show, as in the case of women, a greater degree of self-reflection and self-demand. It is expected that these results will be the starting point to try to improve these aspects, taking them into consideration in our classrooms and in our teacher training programs.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Tradition to Technology: Societal and Educational Impacts on Job Preferences in Oman 从传统到技术：阿曼社会和教育对工作偏好的影响

Forum for Linguistic Studies Pub Date : 2024-07-10 DOI: 10.30564/fls.v6i3.6524

Konstantinos M. Pitychoutis, Filomachi Spathopoulou

{"title":"From Tradition to Technology: Societal and Educational Impacts on Job Preferences in Oman","authors":"Konstantinos M. Pitychoutis, Filomachi Spathopoulou","doi":"10.30564/fls.v6i3.6524","DOIUrl":"https://doi.org/10.30564/fls.v6i3.6524","url":null,"abstract":"This study explores Omani undergraduate students’ employment readiness, job preferences, and the impact of English language proficiency, within the framework of Oman Vision 2040. Through qualitative analysis of interviews with 43 first-year students, seven themes emerged: occupational preferences, influences on career choices, technology-centric careers, preference for government versus private sector jobs, English proficiency as a prerequisite for employment, societal valuation of English skills, and English for global integration and mobility. The findings reveal a strong preference for comfortable, less physically demanding white-collar jobs, underscoring the need for educational reforms that align curricula with modern job market demands, particularly in enhancing STEM education and digital literacy. English language proficiency has been seen as crucial for securing desirable jobs, highlighting the necessity for comprehensive English training programs across all educational levels. Societal expectations and personal ambitions significantly influence career choices, with a preference for prestigious white-collar jobs over traditional professions. The study recommends educational interventions to address these evolving job preferences, promote all forms of work, and support the critical role of English proficiency in employment and career advancement. These insights contribute to the broader goals of economic diversification and sustainability outlined in Oman Vision 2040, offering valuable perspectives for policymakers, educators, and researchers.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"28 3‐4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141835392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning achievement in purposive communication of ESL college students: A blended learning approach ESL 大学生在目的性交流中的学习成绩：混合学习法

Forum for Linguistic Studies Pub Date : 2024-03-29 DOI: 10.59400/fls.v6i2.1170

Marlon S. Pontillas

{"title":"Learning achievement in purposive communication of ESL college students: A blended learning approach","authors":"Marlon S. Pontillas","doi":"10.59400/fls.v6i2.1170","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1170","url":null,"abstract":"With the ongoing studies of blended learning in different areas, the study contrasts blended learning with online classes by analyzing pre/post-test scores, grades, and activity scores, indicating blended learning might offer superior outcomes. Additionally, it explores college students’ experiences in a blended learning class, providing insights into its effectiveness and areas for improvement. Participants are engineering students from Camarines Sur Polytechnic Colleges, Camarines Sur, Philippines, which includes 45 participants for each group (controlled and experimental groups). The study was based on a triangulation approach of integrating Independent Samples T-test and Multiple Regression Analysis for quantitative data and semi-structured interviews for qualitative insights. Accordingly, certain activities were crucial in improving non-verbal communication, persuasive writing, and research skills that led to confidence build-up and improved students’ performances. Narrative descriptions give more enlightening information about boosted confidence and better presentation competence due to better communication skills. Writing skills go a long way in improving students’ academic achievement, and Research and writing practices are essential skills that help students achieve higher grades. Integrating the qualitative narratives and quantitative results adds credibility to the study since it gives a different perspective on the blended learning environment. The recommendations to instructors and instructional designers call for blending unique instruction methods, multimedia content, and individualized feedback options. It is also advised to make pedagogical revisions for less impactful activities and provide customized exercises to build student confidence. Finally, this study illustrates the transformative capabilities of blended learning to enhance ESL teaching practice. The insights deepen pedagogue practices and broadly contribute to ongoing discussions around effective ESL education strategies toward better learning.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"43 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The interaction between language identity, pedagogy, and the effects on indigenous languages (Urdu and Sindhi): A case study of undergraduate institutes of Sindh, Pakistan 语言特性、教学法之间的相互作用及其对本土语言（乌尔都语和信德语）的影响：巴基斯坦信德省本科院校案例研究

Forum for Linguistic Studies Pub Date : 2024-03-27 DOI: 10.59400/fls.v6i2.1176

Habibullah Pathan, Ghadah Hassan Mohammed Al Murshidi, Shazia Ayyaz, Illahi Bakhsh, U. Alvi

{"title":"The interaction between language identity, pedagogy, and the effects on indigenous languages (Urdu and Sindhi): A case study of undergraduate institutes of Sindh, Pakistan","authors":"Habibullah Pathan, Ghadah Hassan Mohammed Al Murshidi, Shazia Ayyaz, Illahi Bakhsh, U. Alvi","doi":"10.59400/fls.v6i2.1176","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1176","url":null,"abstract":"The purpose of the article is to examine the correlation between language and identity, as well as the influence of English language instruction in Pakistan on Pakistani linguistic identities. While English language learners use a variety of teaching and learning strategies, they also come from a range of socioeconomic backgrounds and have varied learning objectives. The data collection involved two hundred undergraduates from each of the two campuses of the University of Sindh, one located in Jamshoro and the other in Hyderabad, Sindh, Pakistan. Additionally, interviews were conducted with five English language instructors who were all affiliated with the University of Sindh. Qualitative methods were utilized by the researcher for this investigation. The researcher employed two survey questionnaires, one for teachers and one for students, as a crucial tool for data gathering. The findings of the article demonstrate that language plays a significant role in expressing one’s social or personal identity, serving as a single characteristic of language usage for identification. Moreover, the article also examined the influence of English on two Pakistani languages, Urdu and Sindhi. Following the acquisition of English language skills, individuals may perceive changes in their level of competence, communication style, and value systems. The inclination towards code-mixing in public discourse can be attributed to the English language, as Pakistanis are highly conscious of their social status and aspire to appear well-educated.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"28 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Increasing undergraduate student interpreters’ fluency and accuracy in interpreting STEM content 提高本科生口译员口译 STEM 内容的流畅性和准确性

Forum for Linguistic Studies Pub Date : 2024-03-27 DOI: 10.59400/fls.v6i2.1179

Judy Vesel, Ashley Greene, Sean Hauschildt, M. D. Clark

{"title":"Increasing undergraduate student interpreters’ fluency and accuracy in interpreting STEM content","authors":"Judy Vesel, Ashley Greene, Sean Hauschildt, M. D. Clark","doi":"10.59400/fls.v6i2.1179","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1179","url":null,"abstract":"Interpreters who are skilled in interpreting science, technology, engineering, and mathematics (STEM) content fluently and accurately are few and far between. This issue is particularly true at the post-secondary level. Those interpreters who are available often do not have command of the vocabulary needed to interpret more specialized content and rely heavily on letter-for-letter fingerspelling and word-for-word transliteration. This project looked at the knowledge of the principles of fingerspelling on undergraduate student interpreters’ ability to interpret typical introductory biology lecture material accurately and fluently. Research involved modifying a signing bioscience dictionary (SBD), developing life science content summaries, creating videos of fingerspelling principles, and conducting an evaluation. Key findings showed participants’ knowledge of bioscience vocabulary was significantly improved with use of the SBD and that their ability to interpret typical biology lecture material fluently and accurately improved. After watching the videos and learning to apply the principles of fingerspelling, their fingerspelling scores also improved significantly. However, there was no significant improvement in biology content knowledge.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"18 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140374415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An acoustic study of Jonglish Communiy: Javanese-accented speech Jonglish Communiy 的声学研究：爪哇语口音语音

Forum for Linguistic Studies Pub Date : 2024-03-26 DOI: 10.59400/fls.v6i2.1167

S. Ardini, Sunarya

{"title":"An acoustic study of Jonglish Communiy: Javanese-accented speech","authors":"S. Ardini, Sunarya","doi":"10.59400/fls.v6i2.1167","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1167","url":null,"abstract":"People who speak English with a Javanese accent are referred to as Jonglish (Jowo-English) speakers. They end their sentences in a high tone, therefore, the aims of this study were to compare the intensity and pitch of Javanese accent speakers (specifically from Pekalongan, Semarang, and Pati) with native speakers. The focus was on investigating whether the high tone at the end of sentences affects the engaging nature of the conversation. It employed descriptive qualitative design and included data collection, acoustic analysis, perception analysis, linguistic analysis, and interpretation. The data were collected by audio recording in the form of sentences. Praat, a voice analysis, was utilized to analyze the data. The findings demonstrated that Pekalongan and Semarang speakers had higher pitch than native speaker (232.25 Hz and 206.27 Hz). Meanwhile, the pitch score for Pati was lower than native; 192.04 Hz. On the other hand, the intensity from those regions were lower than native speaker; 69.58 dB, 61.51 dB, and 68.203 dB, while the of native speaker was 71.306 dB. The fact that the Jonglish includes a tendency to end sentences with a high tone suggests a particular intonation pattern. Despite these variations, effective communication often relies on contextual cues and the listeners ability to adapt to different speech patterns. The study has the potential to make meaningful contributions to English pronunciation instruction, cultural awareness, and effective cross-cultural communication. The outcomes of the research can inform pedagogical practices and support the broader goal of promoting linguistic diversity in English language education.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"117 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

First language interference in speaking and writing Indonesian language of Azerbaijani students in Indonesian language course at Azerbaijan University of Languages 阿塞拜疆语言大学印尼语课程中阿塞拜疆学生说和写印尼语时受到的第一语言干扰

Forum for Linguistic Studies Pub Date : 2024-02-29 DOI: 10.59400/fls.v6i2.2137

Nabiyya Zarbali, S. Suroso, K. Syamsi

{"title":"First language interference in speaking and writing Indonesian language of Azerbaijani students in Indonesian language course at Azerbaijan University of Languages","authors":"Nabiyya Zarbali, S. Suroso, K. Syamsi","doi":"10.59400/fls.v6i2.2137","DOIUrl":"https://doi.org/10.59400/fls.v6i2.2137","url":null,"abstract":"This study examines the issue of first language interference in spoken and written Indonesian by Azerbaijani students who are taking an Indonesian language course at Azerbaijan University of Languages. The study is framed within the context of bilingualism, where first language interference occurs when individuals learn a foreign language. The aim of this research is to identify the types and causes of interference displayed by Azerbaijani-speaking students when using Indonesian language, with a focus on speaking and writing during classroom activities. A descriptive qualitative approach was used to collect data through observation and documentation, including oral recordings and written assignments. Analysis revealed that Azerbaijani students face pronunciation, morphology, and syntax challenges due to interference based on Weinreich’s theory. Pronunciation challenges arise from the lack of the phonetic sound [ê] in Azerbaijani, resulting in substitutions with [é]. Morphological complexities arise from the unfamiliarity with prefixes in Azerbaijani, making it difficult to transform active sentences into passive structures. Syntactic challenges arise due to the differing sentence structures between Azerbaijani (S-O-P-C) and Indonesian (S-P-O-C). To mitigate interference, it is recommended to include targeted phonological drills, increased morphological exercises, and enhanced syntactic practice to facilitate a smoother language acquisition journey for Azerbaijani students who are mastering Indonesian language.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"6 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140408482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effectiveness of a school-based phonics instructional material 校本语音教材的有效性

Forum for Linguistic Studies Pub Date : 2024-02-29 DOI: 10.59400/fls.v6i2.2130

Minjie Chen, Guojie Yin, Wei Lun Wong, Mohamad Syafiq Ya Shak, Mairas Abdul Rahman, Mei Chew Lee

{"title":"The effectiveness of a school-based phonics instructional material","authors":"Minjie Chen, Guojie Yin, Wei Lun Wong, Mohamad Syafiq Ya Shak, Mairas Abdul Rahman, Mei Chew Lee","doi":"10.59400/fls.v6i2.2130","DOIUrl":"https://doi.org/10.59400/fls.v6i2.2130","url":null,"abstract":"The updated version of the national English curriculum for compulsory education was released in 2022. In this updated version, phonics was also required. Although studies about phonics were uprising again after the release of the new curriculum, most of the previous studies did not specify phonics instruction approach or obtain a larger sample size. Besides, previous studies called for a school-based phonics instructional material to enhance English as a foreign language (EFL) beginners’ word recognition ability at word level. To bridge the gap, the researchers compiled a phonics instructional material based on synthetic phonics approach in light of the new national English curriculum and bottom-up reading model. To evaluate the effectiveness of such a phonics material, a number of 366 EFL students from three strata across two schools participated in this quasi-experiment via stratified random sampling technique. They experienced a pre-test, 16 weeks of training via the phonics material, a post-test as well as a delayed retention test, which was held three months later. The results of both independent t-test and paired samples t-test have indicated that the newly compiled phonics material can improve EFL students’ word recognition ability up to 50% and that the knowledge was well-retained after a period of time as practices went on. The results have further implied that to better implement phonics instruction and to radically improve EFL students’ reading ability, the solution might be to assign time in the extra-curriculum service to teach phonics via explicit and systematic synthetic phonics instruction tailored according to the school-based phonics material.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"18 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0