Forum for Linguistic Studies最新文献_第4页

Exploring the relationship between emotional intelligence and emotion regulation: Evidence from junior high school EFL teachers in China 情绪智力与情绪调节的关系探讨:来自中国初中英语教师的证据

Forum for Linguistic Studies Pub Date : 2023-08-02 DOI: 10.59400/fls.v5i2.1641

Honggang Liu*, Yufeng Li, Baochen Liu

{"title":"Exploring the relationship between emotional intelligence and emotion regulation: Evidence from junior high school EFL teachers in China","authors":"Honggang Liu*, Yufeng Li, Baochen Liu","doi":"10.59400/fls.v5i2.1641","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1641","url":null,"abstract":"Teachers’ emotional intelligence (EI) and emotion regulation (ER), as protective factors against stressful situations, play active roles in promoting teachers’ well-being and sense of teaching self-efficacy. However, few studies have touched on the linkage between these two variables, which, to some extent, has hindered the in-depth exploration of their functions in teachers’ professional development. To address this gap, the current study examined the EI and ER of 474 junior high school English as foreign language (EFL) teachers in China via a questionnaire and semi-structured interviews. With the aid of SPSS 26.0, the data collected through the questionnaire were coded, computed, and analysed. Both descriptive and inferential statistics were used to report the levels of EFL teachers’ EI and ER and the correlation between them. The semi-structured interviews were recorded and transcribed, and the data were subsequently analysed. The results indicate a positive correlation between EFL teachers’ EI and ER. The detailed statistics display that all dimensions of EI were positively and significantly correlated with all dimensions of ER. The results further explain the relationship between teachers’ EI and ER in an EFL context. Practical implications are put forward concerning the development of EI and ER competencies.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121437444","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: 1

Nominal-phrase premodifications by non-native English speakers: The case of attributive adjective word order of Saudi EFL students at tertiary level 非英语母语者的名词短语前修饰:以沙特大学英语学生的定语形容词词序为例

Forum for Linguistic Studies Pub Date : 2023-08-02 DOI: 10.59400/fls.v5i2.1602

Mohammad H. Al-khresheh, Shatha Alruwaili

{"title":"Nominal-phrase premodifications by non-native English speakers: The case of attributive adjective word order of Saudi EFL students at tertiary level","authors":"Mohammad H. Al-khresheh, Shatha Alruwaili","doi":"10.59400/fls.v5i2.1602","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1602","url":null,"abstract":"English nominal premodifications such as adjective word order have piqued the interest of researchers in recent years due to their learning difficulty for all language learners regardless of their linguistic backgrounds. Non-native English speakers like EFL students may find this case challenging. In light of this, the current study sought to ascertain the difficulty level of Saudi EFL students in recognising the natural order of English attributive adjectives, taking into account the most challenging order sequence, gender, and language proficiency levels. To accomplish this main objective, a designed pronominal adjective test was developed and carried out on 139 Saudi undergraduate EFL students who were purposively recruited for this study. According to the findings, Saudi EFL students had varying degrees of difficulty recognising the natural English adjective word order. While 66.2% of students had moderate difficulty choosing the appropriate adjective sequence, only 15.1% and 18.7% of participants had low and high difficulty, respectively. The most difficult was nominal premodifications with four modifiers, followed by three and two modifiers. When there were only two modifiers, most participants correctly identified incorrect adjective word ordering and provided corrections. When more modifiers existed, the percentages decreased, and the difficulty level increased. Proficiency language level and gender statistically significant differences were also discovered. Although the former revealed no differences, the latter had differences in favour of males, implying that females performed better in the test than males. Based on these findings, limitations and future research directions were proposed.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134474112","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

Analysis of library resources and services in developing confidence for language use 分析图书馆资源和服务在培养语言使用信心方面的作用

Forum for Linguistic Studies Pub Date : 2023-07-31 DOI: 10.59400/fls.v5i2.1709

M. Estoque

{"title":"Analysis of library resources and services in developing confidence for language use","authors":"M. Estoque","doi":"10.59400/fls.v5i2.1709","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1709","url":null,"abstract":"Reading is a form of social activity that connects the readers to transformational learning. Library resources offer an opportunity to build competence in language use. In essence, the library resources can impact how students perceived reading as a channel to academic success, which in turn—develops a lifelong learner. This study was an exploratory study that analyzed how library resources and services develop confidence in language use. Eight (8) college students were purposively selected for one-on-one interview. The data gathered were narrative from college students on how they utilized resources from their local library. The findings suggested that college students considered their local library as a reliable site to search for information. In-depth analysis showed that students were confident in language use because their resources were reliable and accurate. Language use covered mostly phonological and morphological aspects of language, including lexicons, writing styles, and writing formats. Librarians had the role of encouraging the students to read contents from the library and assisting them in utilizing in-print and online contents. Library assistance enabled the students to build their ideas into meaningful developmental contents. This study provided an angle for language confidence, language success, and language competence. These components of language learning were essential in predicting the linguistic capacity of students.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126325581","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

Macro and micromanagement practices of reading comprehension programs in selected grade schools in the post-pandemic 大流行后小学阅读理解课程的宏观和微观管理实践

Forum for Linguistic Studies Pub Date : 2023-07-31 DOI: 10.59400/fls.v5i2.1664

Leonora T. Divinagracia

{"title":"Macro and micromanagement practices of reading comprehension programs in selected grade schools in the post-pandemic","authors":"Leonora T. Divinagracia","doi":"10.59400/fls.v5i2.1664","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1664","url":null,"abstract":"After years in distance learning, grade school teachers are now facing the threat of declining reading comprehension among elementary pupils in post-pandemic settings. Teachers observed a spike in the number of non-readers and frustrated readers in intermediate grade levels. Teachers expressed concerns about the state of the education system in the aftermath of the pandemic. The purpose of this exploratory study was to establish an understanding of the challenges and mechanisms of macro- and micro-management strategies of grade school institutions. There were six teachers and six reading coordinators who participated in the study. The findings suggested that while reading comprehension was a problem before the pandemic, teachers realized a surge in the number of non-readers after opening back to face-to-face classes. This was an unanticipated phenomenon that called the academic institutions to respond immediately. Significant mechanisms of reading comprehension programs were profiling, initial detection, policy-based initiatives, and institution-based design. Collaborative and collective responsibility represented macro-management practices, while initiative and responsiveness reflected micromanagement practices. These practices and strategies provided conceptual and phenomenological underpinnings relevant to early-education reading comprehension.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129216265","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

Personal valuation of Chinese language for social functions among senior high school learners 高中生汉语社会功能的个人评价

Forum for Linguistic Studies Pub Date : 2023-07-31 DOI: 10.59400/fls.v5i2.1663

M. Montero

{"title":"Personal valuation of Chinese language for social functions among senior high school learners","authors":"M. Montero","doi":"10.59400/fls.v5i2.1663","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1663","url":null,"abstract":"In recent decades, the Chinese language experienced an increase in educational demand, which calls the academic institutions to integrate basic Chinese language subjects into their curriculum. The spike in Chinese language use resulted in the expansion of language studies focusing on Chinese as a second and foreign language. Given the broad scope of research in Chinese language learning, there was a need to expand the understanding of the personal valuation of the learners in learning the Chinese language. Hence, this study aimed to assess the extent of the subjective valuation of Filipino students in the Chinese language, particularly for social functions. An exploratory approach was carried out to extract narrative data from the study participants. Eight secondary students were interviewed on the personal valuation of the Chinese language within social functions. The findings demonstrated that the Chinese language was commonly used within social instances for specific sociocultural and psycholinguistic patterns. The participants valued the use of the Chinese language because of its instrumentality in their future careers; it enabled them to be culturally sensitive and engaged in sociocultural communication. Theoretical analysis also highlighted that language socialization became a major driving force in language learning. Language socialization encompassed learning beyond academic purposes while underscoring the need for social interaction and interpersonal orientation. Nevertheless, personal valuations reflected learners’ beliefs towards the instrumentality of the Chinese language, especially in social functions.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"43 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131436450","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

Chinese culture in Portuguese oral classes of the Guangdong-Hong Kong-Macao Greater Bay Area: An intercultural perspective 粤港澳大湾区葡萄牙语口语课堂中的中国文化:跨文化视角

Forum for Linguistic Studies Pub Date : 2023-07-21 DOI: 10.59400/fls.v5i2.1626

Jiajia Sui

引用次数: 0

Parental support strategies and motivation in aiding their children learn the English language 家长帮助孩子学习英语的策略和动机

Forum for Linguistic Studies Pub Date : 2023-07-20 DOI: 10.59400/fls.v5i2.1541

Jason V. Chavez, Haydee G. Adalia, Joebert P. Alberto

{"title":"Parental support strategies and motivation in aiding their children learn the English language","authors":"Jason V. Chavez, Haydee G. Adalia, Joebert P. Alberto","doi":"10.59400/fls.v5i2.1541","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1541","url":null,"abstract":"Learning a language starts within the comfort of a home. Parent involvement in English language teaching serves as a brilliant step towards promoting literacy and communication among children. English has been regarded as a global language which urges parents to guide their children to be inclined toward English. With that, the purpose of this study was to determine the parental support strategies and motivation of parents in teaching the English language. Specifically, this study was qualitative research that focused on collecting narratives and experiences from parents. Eight bilingual Filipino parents, constituted 4 housewives and 4 professionals, were interviewed in the study. The findings suggested that parents see English as an important language that can direct their children towards their career path. Parents were motivated by how the English language can shape the aspirations and enthusiasm of their children. Competency, applicability, reputation, and positivity were the major predictor of the motivation of parents in teaching the English language to their children. Bilingual parents in this study were aware of their role in the language development of their children. Nevertheless, dialogic reading, correction, and educational contents were some of the characteristics of strategies. This study established a missing component of the literature specifying the role of parental support and motivation in education and language teaching.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122512181","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: 4

Message patterns of online gender-based humor, discriminatory practices, biases, stereotyping, and disempowering tools through discourse analysis 通过话语分析，网络性别幽默的信息模式、歧视性做法、偏见、刻板印象和剥夺权力的工具

Forum for Linguistic Studies Pub Date : 2023-07-19 DOI: 10.59400/fls.v5i2.1535

Jason V. Chavez, Daisy D. Lamorinas, Collin C. Ceneciro

{"title":"Message patterns of online gender-based humor, discriminatory practices, biases, stereotyping, and disempowering tools through discourse analysis","authors":"Jason V. Chavez, Daisy D. Lamorinas, Collin C. Ceneciro","doi":"10.59400/fls.v5i2.1535","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1535","url":null,"abstract":"This study explored the message patterns of gender-based humor in social media in different layers of discriminatory practices against certain genders, language biases against women and LGBT including elements of stereotyping and disempowering tools against the personal images of subordinate genders. This research used discourse analysis based on the mapped-out online posts and comments of the fourteen (14) profiles of individuals and extracted their important testimonies based on the collected online gender-based humor to elicit the message patterns. Gender-based humor online enhanced the language use in creating messages that express biases towards women and the LGBT. Humor has both implicit and explicit messages that stereotype women and LGBT as weak and slow. These senses of humor also disempower the women and LGBT’s personal images as groups who are easily dominated or are cowards. As asserted, gender-based humor posed a threat to community as it highlights hierarchy-enhancing social roles. Gender-based humor in social media appeared as a mainstreamed form of social differentiation.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"33 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123603591","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: 3

A comparative study of solitary and teacher-led pre-task planning effect on EFL university learners’ writing performance: A case of an online platform amidst COVID-19 单独和教师主导的任务前计划对大学英语学习者写作绩效影响的比较研究——以新冠肺炎背景下的在线平台为例

Forum for Linguistic Studies Pub Date : 2023-07-07 DOI: 10.18063/fls.v5i1.1568

Zahra Zohoorian

{"title":"A comparative study of solitary and teacher-led pre-task planning effect on EFL university learners’ writing performance: A case of an online platform amidst COVID-19","authors":"Zahra Zohoorian","doi":"10.18063/fls.v5i1.1568","DOIUrl":"https://doi.org/10.18063/fls.v5i1.1568","url":null,"abstract":"Many educational institutions turned to the employment of online platforms during the Corona crisis. However, there were concerns for the students’ solitary plans of learning as in many parts of the world students did not have the experience of such online courses. This study compared the effect of a solitary pre-task intervention with a teacher-led pre-task planning on the Iranian EFL learners’ writing performance during COVID-19. Besides, it investigated the patterns of improve-ment in writing through an 8-session treatment conducted through Skype. Having employed a qua-si-experimental design through repeated measures, the researcher sought voluntary participation of 40 Iranian EFL university students who were randomly assigned to the control and experimental groups. The intervention included the instruction of seven types of paragraphs, which led to a writ-ten task as their writing performance. The repeated measures ANOVA and t-test results confirmed that both teacher-led pre-task planning and solitary pre-task planning elicited a statistically signifi-cant improvement within groups in students’ writing scores from the first session to the last session with an exception of the very last session for the solitary group which could be due to lack of inter-nal motivation. There was no significant difference between the two groups in their writing perfor-mance leading to the conclusion that solitary pre-task planning has been as effective as teacher-led. Thus, both types of pre-task planning can be operative in enhancing learners’ writing performance in a virtual environment.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"257 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128851346","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

Alphabet primer as mother tongue-based multilingual education supplementary instructional material 作为母语为基础的多语教育补充教材

Forum for Linguistic Studies Pub Date : 2023-07-06 DOI: 10.18063/fls.v5i1.1573

Melanie F. Lear

{"title":"Alphabet primer as mother tongue-based multilingual education supplementary instructional material","authors":"Melanie F. Lear","doi":"10.18063/fls.v5i1.1573","DOIUrl":"https://doi.org/10.18063/fls.v5i1.1573","url":null,"abstract":"This study aims to develop MTB-MLE instructional material such as alphabet primer for the use of Grade 1 pupils in Iyakan language and to test its effectiveness. 100 pupils (Grade 1) participated in the study from a selected public elementary school in a particular city and province in Mindanao, Philippines. The study used a one-group pre-test-post-test design where the worksheets were taken from the Iyakan Alphabet Primer as instruments. Experts in mother-tongue education and members of the community validated and critiqued the alphabet primer. The results of the study demonstrated that the alphabet primer may be tailored to meet the needs of students at the Grade 1 level. Word identification, alphabet knowledge, spelling knowledge, and handwriting are all areas where the learners have shown substantial improvement. The findings suggest that the mother-tongue alphabet primer has potential as a means of raising students’ achievement. Based on the findings, it is suggested that the developed alphabet primer book be used as a supplementary resource for teachers of MTB-MLE with the Iyakan language as L1, that additional teaching guides be created to support teachers in the classroom, that more instructional materials in the first or local languages be created and used in the classrooms, and that the alphabet primer be translated into other dialects or languages in the city or province to maximize their use.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115666208","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