European Journal of Applied Linguistics Studies最新文献

{"title":"SPEAKING ENGLISH POLICY: IMPACT ON THE ENGLISH LANGUAGE PROFICIENCY OF THE ESL","authors":"Franzine Leighan V. Chee, Alexis Joyce S. Cruz, Joanna Marie R. Lorenzo, Bethel Grace C. Nicodemus, Florentino G. Pineda, Jr.","doi":"10.46827/ejals.v6i1.424","DOIUrl":"https://doi.org/10.46827/ejals.v6i1.424","url":null,"abstract":"Learning English for different purposes, especially in the workplace has drastically changed. English increases the chances of getting a good job in any local or multinational company. It is also the language of communication, it is used in the media and the internet community, so learning English is important for socializing and entertainment as well as work. It is essential for individuals and future professionals to have profound knowledge and understanding of the English language that is used in any respective field. The study was conducted to weigh up the English language proficiency skills of a selected private school in the City of Malolos, particularly the grade ten (10) students who implement the English Only Policy and another secondary government school in the same city of Bulacan who do not implement the English Only Policy. The impact and factors of the English-Only Policy on students were measured and identified. The researcher utilized an English proficiency test from Cambridge University as the research instrument, which was given to the 80 respondents. The study is comparative that utilized an independent t-test in analyzing the data gathered. The results showed that there is a significant difference in the English language proficiency skills of the students who come from schools that have an English-only policy and those students who come from a school that does not implement the said policy. The research recommends that the students be more engaged and motivated to increase their English language proficiency skills. The teachers should also motivate their students to not only use the English language but also encourage them to use their L1.  Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"380 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134010392","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}

{"title":"INVESTIGATING PRAGMATIC TRAPS IN ADVERTISING MESSAGES OF ZAIN – IRAQ TELECOMMUNICATION COMPANY","authors":"B. Kadhim","doi":"10.46827/ejals.v6i1.423","DOIUrl":"https://doi.org/10.46827/ejals.v6i1.423","url":null,"abstract":"This paper discusses the use of pragmatic traps in advertising messages and their impact on customers, with a particular focus on the messages of Zain Telecommunication Company in Iraq. Pragmatic traps are false or misleading claims in advertising that deceive customers by distorting the reality of the product or service being offered. The research aims to investigate the extent to which Zain uses pragmatic traps in its advertisements and how these traps affect customers. The analysis of fifty advertising messages from Zain reveals a high use of persuasive language, emotional appeals, particularized and coded implicature, and violations of the maxims of quantity and quality of the cooperative principle. These findings highlight the importance of understanding the elective model of pragmatic traps in advertising and the ways in which advertisers can use language to manipulate the context and meaning of a message. As customers, it is important to be aware of these traps to make informed purchasing decisions.  Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124815457","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}

{"title":"PROPERTIES OF ENGLISH AND MACEDONIAN NEWS HEADLINES / ОСОБЕНОСТИТЕ НА АНГЛИСКИТЕ И МАКЕДОНСКИТЕ НОВИНАРСКИ НАСЛОВИ","authors":"Asude Abdul Kochan","doi":"10.46827/ejals.v6i1.422","DOIUrl":"https://doi.org/10.46827/ejals.v6i1.422","url":null,"abstract":"This paper presents the results of our analysis of the linguistic features of news headlines in English and Macedonian written media. News headlines are considered to be the most prominent segment of the news discourse. A headline is intended to provide the topic of the news article in such a way that the reader chooses to read the article. Due to the limited space, the headlines are subject to journalistic rules for conciseness and telegraphic transmission of the message. Therefore, they employ a special kind of language characterized by specific properties which enable the author of a given news article to achieve the desired communicative function: to inform the reader about an event in a concise and effective way. The analysis of headlines is conducted on the sample of examples collected from leading newspapers in English and Macedonian languages. The goal of the paper is to describe and compare the grammatical and lexical features of news headlines in both languages. Во овој труд ги претставуваме резултатите на анализата на лингвистичките особености на новинарските наслови во англиските и македонските печатени медиуми. Новинарските наслови се сметаат за најистакнат дел на дискурсот на новинарските написи. Нивната цел е да ја претстават темата на новинарскиот напис на начин на кој ќе го привлечат интересот на читателот за да го прочита написот. Поради ограниченоста на просторот, новинарските наслови се подложни на новинарските правила за концизност и телеграфско пренесување на пораката. Од таа причина, при нивното составување се употребува посебен вид јазик кој се карактеризира со специфичности кои му овозможуваат на авторот на одредениот новинарски напис да ја постигне саканата комуникативна функција: на концизен и ефектен начин да го информира читателот за настанот. Оваа анализа на наслови е спроведена на корпус од примери собрани од водечки весници од англиското и македонското говорно подрачје. Целта на истражувањето е да ги опише и спореди граматичките и лексичките особености на новинарските наслови во двата јазика.  Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130680497","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}

{"title":"VARIATIONS IN RHETORICAL MOVES AND METADISCOURSE ELEMENTS IN CONFERENCE ABSTRACTS: A GENRE ANALYSIS","authors":"Benedicta Obeng, Albert Agbesi Wornyo, Christiana Hammond","doi":"10.46827/ejals.v6i1.421","DOIUrl":"https://doi.org/10.46827/ejals.v6i1.421","url":null,"abstract":"An abstract represents the summary of a piece of writing. Genre and metadiscourse analytical studies could highlight move variations in abstracts. The study aimed to investigate variations in the academic conference abstracts of the hard and soft sciences with a focus on rhetorical structure/sequence and the use of hedges/boosters. A corpus of sixty (60) abstracts was used for the study; this comprised 30 abstracts each from the soft sciences and the hard sciences. The abstracts were selected from two conference proceedings. The framework of rhetorical moves for abstracts comprising introduction (I), purpose (P), method (M), product (Pr), and the conclusion was used for the analysis of the rhetorical sequence of the abstracts. The abstracts were further analysed for their use of boosters and hedges. From the results, 43.3% of hard sciences abstracts (HSA) and 33.3% of soft science abstracts (SSA) followed the framework used. Furthermore, purpose, method, product, and conclusion were obligatory moves whereas the introduction move was optional in the SSA. On the other hand, only method and product moves were obligatory with the rest being conventional in SSA. The most dominant move sequence for HSA was I-P-M-Pr-C (46.7%) followed by I-M-Pr-C (17%) and I-P-M-Pr (17%) whereas P-M-Pr-C (43.3%) was the most dominant sequence followed by I-P-M-Pr-C (33.3%) for the SSA. The hard sciences abstracts and the soft sciences abstracts do not show marked differences in the authors’ use of boosters and hedges. Pedagogical implications of the findings of this study are useful particularly for academic conference applicants, academic writing instruction as well as advancing genre and metadiscourse research in conference abstracts.  Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"6 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123740911","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}

{"title":"AN INVESTIGATION INTO ORGANIZATION ERRORS IN EFL LEARNERS’ PARAGRAPH WRITING: A CASE IN A FOREIGN LANGUAGE CENTER IN CAN THO CITY, VIETNAM","authors":"Hoang Thi Lien Giang, T. C. Dan, Thai Phan Bao Han","doi":"10.46827/ejals.v6i1.420","DOIUrl":"https://doi.org/10.46827/ejals.v6i1.420","url":null,"abstract":"Committing errors is an inevitable phenomenon that happens to learners in the process of learning a foreign language, especially in writing skill. For many years, diagnosing what types of errors learners commonly made and why they are prone to committing such errors has become a great concern to language educators and researchers. The present study investigated organization errors in English compositions produced by 60 Vietnamese pre-intermediate learners on one task. The author collected data by writing tests and participant questionnaires. Analyses of the errors and survey data yielded the following main findings: (1) Among the five categories of organization errors, incoherence accounted for the largest percentage, followed by the poor topic sentence, disunity, poor conclusion and no conclusion; (2) There is a significant difference between the two genders in terms of the category of incoherence. Nevertheless, the difference in the other organization error categories between the two groups of participants was insignificant; (3) Several reasons were identified for the errors such as the lack of writing practice and the influence of Vietnamese.  Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125024639","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}

{"title":"STUDENTS’ PERCEPTIONS ON ENGLISH VOCABULARY TEACHING AND LEARNING BY USING BLOOKET: A CASE STUDY / NHẬN THỨC CỦA SINH VIÊN VỀ VIỆC DẠY VÀ HỌC TỪ VỰNG TIẾNG ANH BẰNG BLOOKET: MỘT NGHIÊN CỨU TÌNH HUỐNG","authors":"Trần Nguyễn Minh Thư, Thai Cong Dan","doi":"10.46827/ejals.v6i1.321","DOIUrl":"https://doi.org/10.46827/ejals.v6i1.321","url":null,"abstract":"The use of Information & Communication Technology (ICT) tools to support foreign language teaching and learning has become very common nowadays and makes learning more enjoyable. This study focused on students’ perceptions of using Blooket in teaching and learning English vocabulary. The study case and questionnaires were used to survey (72 non-English major students) and face-to-face interviews (7 students and 3 teachers) to collect data at Long An College of Education (LACE), Vietnam. Data collection was conducted for two months at this site. The data were obtained from the questionnaires sent to students via Google Forms, then analyzed by SPSS software version 26. From the data analysis, the author found that students were very interested in learning vocabulary through http://blooket.com, a classroom game website, which offers a wide variety of interactive and innovative games. The disadvantage is that this site does not allow audio and video to be inserted into the questions and answers; images cannot be inserted into the answer either; and there is a limit of 60 participants if using a free account. Furthermore, with an older version of the phone, you must download the Firefox browser in order to join the game. These disadvantages can all be easily solved. Therefore, it is evident that Blooket is an effective learning medium that helps to increase students' vocabulary when used in online or offline classes by teachers or when learners use it themselves at home to learn vocabulary. Based on data analysis, findings and conclusions were drawn along with some pedagogical advice.  Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126361194","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}

{"title":"LANGUAGE REGULATORY PRACTICES IN THE ESL CLASSROOM: AN ANALYSIS OF LESSONS IN SOME PUBLIC SENIOR HIGH SCHOOLS IN GHANA","authors":"Rose Asantewaa Ansah, C. F. Lomotey","doi":"10.46827/ejals.v6i1.404","DOIUrl":"https://doi.org/10.46827/ejals.v6i1.404","url":null,"abstract":"Language regulation is perceived as positive because it makes learners more aware of their errors and allows for learner-generated repairs. Despite this evidence, studies in language regulation place little emphasis on language regulation in the classroom. This study examined the practices of language regulation in the ESL classroom. Using purposive sampling, data consisted of classroom lesson recordings and interviews from 8 classrooms (360 students; 24 teachers) in senior high schools in the Koforidua township. The findings showed that second language speakers reject the notion of “anything goes” and take on language expert roles, resulting in explicit and implicit regulation of language. Based on the findings, it is argued that teachers should design a system that provides learners the opportunity to practice English in the form of negotiating for correctness and acceptability within and outside of the classroom.  Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115425877","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}

{"title":"THE “BILINGUAL GAME” IN THE CAMEROON FRENCH-MEDIUM SECONDARY EDUCATION / LE \"JEU BILINGUE\" DANS L'ENSEIGNEMENT SECONDAIRE FRANCOPHONE AU CAMEROUN","authors":"Leundjeu Walter Yepdia","doi":"10.46827/ejals.v6i1.401","DOIUrl":"https://doi.org/10.46827/ejals.v6i1.401","url":null,"abstract":"This paper investigated teachers’ and students’ attitudes towards the “bilingual game” in Cameroon French-medium secondary education since its implementation in 2009. Attitudinal factors under scrutiny were behavioural, affective and cognitive gathered from a total number of 400 informants through questionnaires. Data were analysed following Wenden (1991)’s theoretical framework. The findings revealed that the majority of teachers pooled scarcely practised the bilingual game during classroom activities, an attitude which hampers students’ achievement in English. Nevertheless, these teachers acknowledged the positive impact of the game on students’ competence in English and students likewise viewed it as a catalyst for knowledge, proficiency, and communication. The present investigation calls for the revision of the EFL curriculum of Cameroonian French-speaking students while including content-integrated language learning activities, to make them full-fledged bilingual, a goal that the bilingual game could not utterly meet.Cet article a mené une investigation sur l’attitude des enseignants et des élèves à l'égard du \"jeu bilingue\" dans l'enseignement secondaire francophone au Cameroun depuis sa mise en œuvre en 2009. Les facteurs attitudinaux examinés étaient d'ordre comportemental, affectif et cognitif, recueillis auprès d'un nombre total de 400 informateurs par le biais de questionnaires. Les données ont été analysées en suivant le cadre théorique de Wenden (1991). Les résultats ont révélé que la majorité des enseignants interrogés pratiquaient à peine le jeu bilingue pendant les activités de classe, une attitude qui entrave l’apprentissage des élèves en anglais. Néanmoins, ces enseignants ont reconnu l'impact positif du jeu sur la compétence des élèves en anglais et les élèves à leur tour l'ont également considéré comme un catalyseur de la connaissance, de la compétence et de la communication. La présente enquête appelle à une révision du programme d'enseignement de l’anglais comme langue étrangère aux élèves francophones camerounais en incluant des activités d'apprentissage aux contenus intégrés, afin de les rendre parfaitement bilingues, un objectif que le jeu bilingue ne pourrait pas totalement atteindre.  Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130429174","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}

{"title":"SEZAİ KARAKOÇ IN WORLD POETRY: AN EVALUATION OF MONA ROSA POETRY TRANSLATIONS","authors":"Y. Demir","doi":"10.46827/ejals.v5i2.397","DOIUrl":"https://doi.org/10.46827/ejals.v5i2.397","url":null,"abstract":"Sezai Karakoç, who is one of the most important intellectuals who grew up in our country, is an important person who influenced large masses with his views on art and literature. Karakoç wrote works in many fields such as literature, philosophy, economy, politics, and education. Sezai Karakoç has nine poetry books; in the following periods, he compiled and published all of his poems in his book called \"Gün Doğmadan\". The most well-known of his poems is the poem \"Mona Rosa\". This poem, which he wrote during his university years, was greatly appreciated by all his readers. While defining human love in this poem, the poet tries to express the impossibility of meeting the spiritual, mystical, and platonic aspects of love. In this study, the Turkish and English translations of Sezai Karakoç's \"Mona Rosa\" will be evaluated in the context of equivalence. While interpreting the translation equivalence; formal elements will be discussed in detail in terms of linguistic, semantic, and stylistic aspects, in terms of adequacy and acceptability.  Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132136580","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}

{"title":"AN INVESTIGATION INTO PERCEPTIONS AND USE OF VISUAL AIDS BY ENGLISH TEACHERS AT SENIOR HIGH SCHOOLS IN CAN THO CITY, VIETNAM","authors":"Luong Hoan Hoa, T. C. Dan, Thai Phan Bao Han","doi":"10.46827/ejals.v5i2.394","DOIUrl":"https://doi.org/10.46827/ejals.v5i2.394","url":null,"abstract":"In the teaching process, as a teacher, we need to pay attention to many factors to create an effective lesson plan such as: target, objective, and environment and nowadays Visual Aids (VS) is one of the most popular tools and dealing with a direct effect on students learning process. Visual Aids can improve students’ long-term memory process. Besides, we do not have a deep understanding of how to use VS in the right way and at which level VS can engage students learning process. In this paper, the researchers focused on summarizing teachers’ perceptions of how to use VS effectively and the hypothesis of these teachers’ experiences to gain a result on how teachers could use VS to engage students in their learning process. The researchers collected the data by using a questionnaire on 44 senior high school teachers, including 20 male teachers and 24 female teachers and 150 students (70 males and 80 females) from Grade 12 and semi-structured interviews (6 teachers and 6 students) were also conducted then. These teachers chose the most suitable answers for seven questions on how they understood VS definitions and what style of VS they used to; which VS device they thought did the most effective on engaging students in the learning process. A total of 44 senior high school teachers came from high schools in Can Tho City, in the Mekong Delta, Vietnam. After data analysis and finding results, the study exposed that a large part of high school teachers only focused on using PowerPoint (PP) to support the teaching process and using pictures, and images which were the most popular styles in using VS in teaching English. And the results showed that the effects of this style were increasing after each time it was used.  Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"72 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114023919","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}