Journal articles on the topic 'English language reference'
To see the other types of publications on this topic, follow the link: English language reference.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'English language reference.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Malto, Margielyn A., and Dr Francis Mervin L Agdana. "English lexical reference of minamanwa language." International Journal of Multidisciplinary Research and Growth Evaluation 5, no. 3 (2024): 488–502. http://dx.doi.org/10.54660/.ijmrge.2024.5.3.488-502.
Full textAbstract:
This study focuses on the preservation of the Minamanwa language, an indigenous language spoken by the Mamanwa tribe in the Philippines. Employing a qualitative ethnographic research design, data were collected through observations and interviews with adult members of the Mamanwa community in Barangay Jubgan, Surigao del Norte. The findings reveal 404 Minamanwa words, with a 10.2% similarity to the Visayan language in spelling and pronunciation. Additionally, a mini-dictionary was developed as a lexical reference for the Minamanwa language in English. The study concludes that the Minamanwa language has been influenced by the Visayan language due to daily interactions, and it holds potential for use within schools, particularly in the MTB-MLE program. Recommendations include incorporating the Minamanwa dictionary into language instruction, implementing language programs to preserve indigenous languages, and conducting further research on ethnolinguistic languages in the Philippines. This study contributes to the preservation and recognition of indigenous languages, fostering cultural continuity and pride among Filipino communities.
2
Escure, Geneviève. "Anaphoric reference in creoles and noncreoles." Language Variation and Change 5, no. 2 (July 1993): 233–56. http://dx.doi.org/10.1017/s0954394500001484.
Full textAbstract:
ABSTRACTAnaphoric referential mechanisms are comparatively analyzed in a creole-related set of varieties (the Belizean continuum) and a noncreole language variety (formal and informal styles of American English), with the intent to evaluate the claim that creole languages display linguistic systems distinct from those of other languages. Three categories of topic referents (nominal, pronominal, and periphrastic) are identified in 27 Belizean texts and 12 American texts, and the effect on referent choice of two variables (topic number and stylistic/lectal context) are investigated. Some of the resulting findings inclued: (1) Singl-topic samples display consistent referential strategies in all Belizean lects, whereas multitopic texts indicate lect-linked variations; and (2) Belizean lects are strikingly similar to spontaneous styles of American English, whereas formal American English is markedly distinct in its use of referents, both from Belizean (including acrolects) and from casual English.
3
SEHYR, ZED SEVCIKOVA, BRENDA NICODEMUS, JENNIFER PETRICH, and KAREN EMMOREY. "Referring strategies in American Sign Language and English (with co-speech gesture): The role of modality in referring to non-nameable objects." Applied Psycholinguistics 39, no. 5 (April 17, 2018): 961–87. http://dx.doi.org/10.1017/s0142716418000061.
Full textAbstract:
ABSTRACTAmerican Sign Language (ASL) and English differ in linguistic resources available to express visual–spatial information. In a referential communication task, we examined the effect of language modality on the creation and mutual acceptance of reference to non-nameable figures. In both languages, description times reduced over iterations and references to the figures’ geometric properties (“shape-based reference”) declined over time in favor of expressions describing the figures’ resemblance to nameable objects (“analogy-based reference”). ASL signers maintained a preference for shape-based reference until the final (sixth) round, while English speakers transitioned toward analogy-based reference by Round 3. Analogy-based references were more time efficient (associated with shorter round description times). Round completion times were longer for ASL than for English, possibly due to gaze demands of the task and/or to more shape-based descriptions. Signers’ referring expressions remained unaffected by figure complexity while speakers preferred analogy-based expressions for complex figures and shape-based expressions for simple figures. Like speech, co-speech gestures decreased over iterations. Gestures primarily accompanied shape-based references, but listeners rarely looked at these gestures, suggesting that they were recruited to aid the speaker rather than the addressee. Overall, different linguistic resources (classifier constructions vs. geometric vocabulary) imposed distinct demands on referring strategies in ASL and English.
4
Murphy, Gregory L. "Personal reference in English." Language in Society 17, no. 3 (September 1988): 317–49. http://dx.doi.org/10.1017/s0047404500012938.
Full textAbstract:
ABSTRACTPersonal reference is the use of an expression to pick out a person, as in When did John eat the cookies? or Tell Dr. Elwood that I need to see him. This article explores the social factors involved in how speakers choose a referring expression in a given situation. Five experiments were conducted which presented speakers with scenarios and asked them how they would refer to a particular person in that situation. The results showed that speakers were sensitive to the level of intimacy between the speaker and referent, between the addressee and referent, and between a nonparticipating audience and the referent. To a lesser degree, the relation between the speaker and the addressee also influenced choice of referring expression. The results can be explained by a theory that posits that speakers are attempting to preserve their faces and the faces of their addressees in choosing these terms, and so they avoid references that could be face threatening. This theory can be integrated with current theories of object reference and the choice of address terms. (Reference, address, politeness, personal reference)
5
Mohammed, Wafaa Dahham. "A Cultural Based Pragmatic Approach for Analysing English- Arabic Dramatic Cultural References with Reference to Translation." JOURNAL OF LANGUAGE STUDIES 3, no. 1 (September 1, 2023): 29–49. http://dx.doi.org/10.25130/jls.3.1.3.
Full textAbstract:
Translation of cultural references can be effective and beneficially achieve various purposes depending on how they are transferred into another language. Virtually, cultural references refer to any word with considerably conceptual effects used for influencing conventional and societal intents. However, cultural references that are relatively belonged to a certain language are not equally observed in culture of another language; they derive their significations from the cultural characteristics of a community. Wherefore, cultural significations suchlike conventions, aesthetic values, and doctrines which are directly concerned with bridging intents lose their intentional importance or even work the opposite in another language. The incompatibility of dramatic references in their stylization of functions will problematically bring unparalleled pragmatic conceptions in both languages. Therefrom, this study objectively aims at: comparing cultural references in both languages, their impacts, and the extents of their influences; testing the validity of the adopted translational procedures in resolving cultural mutual exclusiveness; setting out some translational strategies for
6
Dr. Ram Avadh Prajapati. "Conceptual Investigation of the Global Significance of English Language: A Contextual Study with Special Reference to India." Research Ambition an International Multidisciplinary e-Journal 7, no. II (August 30, 2022): 01–03. http://dx.doi.org/10.53724/ambition/v7n2.02.
Full textAbstract:
The English language makes the speakers part of the global community. For this reason, no one can claim that English is his own language. It has been seamlessly measured to be the first global as well as comprehensive language with the feasibility of communication. It has become part and parcel of every existing arena of activities and professions. The English language has shown its power in several aspects so it has been adopted as the language of global communication, trade, education, science, aviation, medicine, information technology, entertainment, research, international relations, and other human affairs. Proper acquaintance and efficacy of the English language have become one of the prerequisites of every professional person in the globalized modern age. Most countries have their own native and instinctive languages but for so many activities English is being given preferable positions. Various opportunities are open to those who are efficient in this language. It has the competence to build friendships, economic relationships, social upliftment, advance learning opportunities, and cultural ties as well as communicate thoughts and ideas. In varieties of cultures and activities, it has a very significant role. Many people have a firm belief that there is such a thing as World English but they do not seem to realize that acknowledging it has comprehensive consequences. A language learner may be more sensitive to a few of these effects than others in the near future. We can only make learned estimates about what will happen in the future at this point. World English creates the most desired boarding pass to universalism and global commodity as well as communication. India as a developing country has to take up so many things into consideration. In India, there are hundreds of regional languages and more than twenty languages recognized in its constitution. In spite of having so many languages, the Indian government has adopted the English language as a second language for official activities. Various opportunities are being generated with the help of the English language. The present research article discusses the status of English as a language from a global perspective as well as in the Indian context. The English language became a global language owing to its quality of adaptation, borrowings, feasibility, assimilation, and flexibility.
7
VanderPol, Diane, and El Shaimaa Sakr. "Translating reference expertise." Reference Services Review 45, no. 4 (November 13, 2017): 575–83. http://dx.doi.org/10.1108/rsr-05-2017-0015.
Full textAbstract:
Purpose Librarians have expertise in helping patrons to define their information needs, develop search strategies and navigate the information environment. At Zayed University in the United Arab Emirates, the authors saw a need for the university’s staff to translate that expertise to help patrons to find materials in their native language, even when they cannot speak that language. Design/methodology/approach The authors, one Arabic speaker and one non-Arabic speaker, developed a workshop for their peers outlining strategies for translating our expertise as library professionals. In this paper, the authors share both the strategies for translating expertise that they recommended in the workshop, and information on their process in developing those recommendations. Findings The balance of expertise between the library staff and the patron is somewhat shifted when the search is being conducted in a foreign language. The librarian provides expertise with issues of access. The patron is the expert in her language, the transaction will not be successful without the patron’s contribution and full engagement. Demonstrating a willingness and capability to contribute to the process of searching in the patron’s native language is what is most important. Originality/value While there is evidence that libraries are providing foreign language collections and that librarians are considering how to deliver services to English as a Second Language (ESL) patrons, the literature suggests that the profession is not generally focusing on how English-speaking librarians can use their expertise to help patrons to access materials in their native languages.
8
Ehrensvärd, Martin. "Reference in English-Arabic translation." Babel. Revue internationale de la traduction / International Journal of Translation 53, no. 4 (December 31, 2007): 363–71. http://dx.doi.org/10.1075/babel.53.4.05ehr.
Full text
9
Gray, Richard A. "Sources of Etymological Reference in the English Language." Reference Services Review 14, no. 2 (February 1986): 9–17. http://dx.doi.org/10.1108/eb048933.
Full text
10
Crosthwaite, Peter, Yuk Yeung, Xuefei Bai, Li Lu, and Yeonsuk Bae. "DEFINITE DISCOURSE-NEW REFERENCE IN L1 AND L2." Studies in Second Language Acquisition 40, no. 3 (January 2, 2018): 625–49. http://dx.doi.org/10.1017/s0272263117000353.
Full textAbstract:
AbstractDefinite discourse-new bridging reference (e.g., a school …the teacher; Clark, 1975) is a complex syntax-pragmatic component of referential movement, one that is subject to relatively opaque form-function contingency compared with forms used for discourse-old reference, and one that is especially prone to crosslinguistic influence. Research shows Asian second language (L2) learners of English struggle to produce bridging reference appropriately, yet little research has been done on the L2 production of bridging in Asian languages. We collected oral picture sequence narrative data from 80 lower-intermediate L2 Mandarin learners from first language (L1) English (+ article, n = 23) and L1 Korean and Japanese (- article, n = 57) backgrounds, alongside equivalent L1 data. Speakers of article-L1s were more likely than those from article-less L1s to use numeral + classifier noun phrases (NPs) for nonbridging referents and demonstrative + classifier NPs when introducing bridging referents, essentially (and infelicitously) using these constructions as de facto English-like indefinite/definite articles in their L2 Mandarin production. Speakers of article-less languages infelicitously marked bridging relations with nonbridging forms. These findings confirm substantial crosslinguistic difficulties for the L2 marking of this complex syntax-pragmatic phenomenon across relatively underexplored L1/L2 pairs.
11
Yu, Yongping, Ming Lin, Xiao Liang, Zenghui Xi, Yifei Wang, Jianbo Sun, Dayu Niu, et al. "Changes of knowledge sources concerning public sports policy (2001-2020): based on core journals of China sports science." SHS Web of Conferences 145 (2022): 01012. http://dx.doi.org/10.1051/shsconf/202214501012.
Full textAbstract:
This paper systematically reviews changes of knowldege sources concerning public sports policy based on core journals of China sports science. Author selected and analyzed all references of peer-reviewed articles published in core journals of China sports science (2001-2020) with reference number, reference resource, language distribution and discipline category. Results: over the past years, books and journals are the most top references. As far as references language is concerned, there were Chinese, English, German, and Japanese, and others language. it appeared the change that is from Chinese to foreign language in cited references, especially, English references have a majority of increasing in recent years. In addition, discipline distribution of references has changes that are obvious from single discipline to multiple disciplines, and the effect of other disciplines on public sports policy is significant.
12
Peterson, Peter G. "Past time reference in learner English." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 21–42. http://dx.doi.org/10.1075/aral.21.2.02pet.
Full textAbstract:
Abstract A “concept-oriented” analysis of past time reference in the English of two French learners provides insight into the communicative strategies employed by advanced language learners. Although these learners have a limited command of past tense morphology, they nevertheless manage to establish past time reference in conversational discourse, utilising alternatives to morphological marking such as the use of adverbial phrases, implicit framing established by prior discourse, or “nil” framing, relying on assumed shared knowledge or the interlocutor’s interpretive skills. The two varieties of “learner English” differ significantly: one features a substantially higher number of morphologically marked verbs, with increasing explicitness in temporal framing; the other makes much greater use of implicit framing, with a substantial and unexpected increase in reliance on discourse-based frames. Neither learner shows evidence of linear or stage-wise development which would correspond to “rule-governed” acquisition of new knowledge.
13
Morve, Roshan K., and Suresh Chandra Maurya. "Multilingualism and Teaching Methods: A Study with the Reference of Indian English Language Teaching Classrooms." Journal of Practical Studies in Education 3, no. 2 (February 12, 2022): 7–11. http://dx.doi.org/10.46809/jpse.v3i2.43.
Full textAbstract:
This paper analyses the issues and challenges of linguistically diverse English Language Teaching (ELT) classrooms in India. In India, the English language is not the first language; the majority of them speak Hindi or their state languages. Due to this concern, numerous questions are arising for teachers, such as (a) How many languages and which specific language should be used as a mode of classroom communication to convey the message/instruction effectively? (b) What should be the number of students in a particular class? and (c) Does the teacher have competency in the native language? Most of the local schools in Tribal areas do not teach in native or “Adivasi” language in ELT classrooms. Indian speaking now many languages, they are multilingual but for communicating, we have to speak in a single language. So, the question is arising for how to tackle with this multilingual classroom to teach the English language? This is a challenge for India in the twenty-first century. Thus, we need to have some ways to accept the challenge and to increase the level of students in India. This paper suggests some solutions to those challenges and seeks the answer to such problems to enhance the quality of multilingual in ELT classrooms.
14
Williams, Ian A. "Self-Reference in biomedical research article discussions." International Journal of Corpus Linguistics 17, no. 4 (December 31, 2012): 546–83. http://dx.doi.org/10.1075/ijcl.17.4.04wil.
Full textAbstract:
The aim of this quantitative and qualitative study is to compare inclusive and exclusive self-reference in a bilingual English-Spanish corpus of biomedical research articles. The study combines corpus techniques with move analysis to determine where authors resort to first-person reference in Discussion sections. Quantitative analysis showed that Spanish writers selected between exclusive and mixed inclusive-exclusive perspectives equally whereas the exclusive perspective predominated in the English-language articles. Major differences between languages were observed for overall use and for statements of results, comparison of current and previous findings, and metatext. From a cross-disciplinary viewpoint, biomedical research articles exhibited less self-promotion than previously reported for biology. Qualitative analysis revealed that first-person verbs in English were frequently associated with self-promotion whereas English possessives and all exclusive use in Spanish served to attribute responsibility for statements and to harmonise the multiple voices in the polyphonic discourse of biomedical Discussions. The study provides further evidence for cross-cultural and cross-disciplinary diversity in academic and scientific discourse.
15
Wu, Qi. "A Related Study between Language and Gender." English Language Teaching and Linguistics Studies 6, no. 4 (July 16, 2024): p86. http://dx.doi.org/10.22158/eltls.v6n4p86.
Full textAbstract:
Nowadays as we all know, English is one of the most widely used languages in the world and Chinese is also the language that is used by most population in the world. English is a part of the Indo-European while Chinese belongs to Han-Tibetan languages. They have different historical development trajectories and choose different written systems. English and Chinese are both important representatives of Eastern and Western cultures. If you conduct comparative study of these two languages, it is helpful to understand the essential features of the language and reveal the deep structure of the Eastern and Western cultures. Studying gender discrimination in English and Chinese languages comprehensively and systematically, which is contrasting the similarities and differences between languages and cultures of English and Chinese, can provide a reference for understanding language, culture, thinking and national psychology. It can also improve the understanding of languages and cultures.
16
Abdou Moindjie, Mohamed. "The Cohesiveness of Personal Reference in Translation: A Case Study of French and English." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 130. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.130.
Full textAbstract:
Personal reference is a co-hyponym of textual cohesion; it deals with the first, second and third persons singular or plural; it can occur exophorically, or endophorically as anaphora or cataphora. The present paper is a descriptive study on the cohesiveness and translatability of personal reference; it describes its occurrence and cohesiveness in translating from French into English. In doing so, the analyses are done on literary texts, Madame Bovary and Strait is the Gate. The data related to personal reference are identified and collected throughout reading the whole texts under study; then the data are analyzed. The findings indicate that English language uses more cohesive personal reference than French language due to language peculiarities like abstractness, prolixity in French language; concreteness and conciseness in English language. The research reveals that some shifts which occur in translating personal reference from French into English are obligatory in that they are required by language peculiarities, whereas some shifts which are required by language norms are found to be under the translator’s latitude. The cohesiveness of personal reference, therefore, depends on language peculiarities and language norms of both French and English, which are the determinants of the translation methods of personal reference in translating from French into English.
17
Nyamkhuu, Byambasuren, Horváth H. Attila, and Adrian Estrela Pereira. "Analysis of present English language curriculum of upper-secondary education in Mongolia." International Journal of Second and Foreign Language Education 1, no. 2 (July 3, 2021): 38–47. http://dx.doi.org/10.33422/ijsfle.v1i2.121.
Full textAbstract:
Several changes have been made within short periods in the education sector of Mongolia. In the last decade, two curriculum reforms were adopted to strengthen the education system and improve the quality of the curriculum. Thus, the current English language curriculum of upper-secondary education has adopted a competency-based approach. This approach has been reflected significantly in the area of education, particularly curriculum. It was developed by aligning with the Common European Framework of Reference Languages. The present article aims to investigate the influence of the Common European Framework of Reference for Languages in the English language curriculum of upper-secondary education and to acquire a better understanding of the upper-secondary English language curriculum. It embraces document analysis which is a form of qualitative research. As it applies this methodological approach, it aspires to provide possible implications of the hermeneutic perspective to respond more effectively to the English language teaching and learning in Mongolia.
18
Jarvis, Scott, and Terence Odlin. "MORPHOLOGICAL TYPE, SPATIAL REFERENCE, AND LANGUAGE TRANSFER." Studies in Second Language Acquisition 22, no. 4 (December 2000): 535–56. http://dx.doi.org/10.1017/s0272263100004034.
Full textAbstract:
This study clarifies issues related to the transferability of bound morphology and reports on an empirical investigation of morphological transfer in the spatial expressions of Finnish-speaking (n= 140) and Swedish-speaking (n= 70) adolescent learners of English. The results indicate that both the bound, agglutinative morphology of the L1 Finnish spatial system and the free, prepositional morphology of the L1 Swedish spatial system constrain the types of options that learners pursue in their L2 English spatial reference. Additionally, however, the structural and semantic differences between the two L1 systems result in different patterns of spatial reference in the L2. We characterize these differences in terms of semantic transfer and simplification, and go on to show how transfer and simplification interact in our data.
19
Mehmood, Nasir, and Azhar Habib. "Language and Cognition: The Exploration of Spatial Description in English and Pashto Languages." Journal of English Language, Literature and Education 3, no. 02 (December 20, 2021): 53–68. http://dx.doi.org/10.54692/jelle.2021.030292.
Full textAbstract:
This article explores the relation between language and cognition by examining the spatial description in English and Pashto. The study is descriptive and exploratory in nature. It identifies how Pashto and English speakers respond when they are asked to guide a stranger to some location, and which systems of reference they use to indicate directions and locations. For this purpose, firstly, the conversation of four speakers was recorded in Pashto and English and then transcribed and analysed by applying the rules of conversational analysis. After analysing the data, it has been found that all four speakers predominantly used the egocentric and intrinsic codes of spatial reference whereas absolute system of reference was rarely used. These findings strengthen the view that speakers are inclined to use objects in the environment as well as egocentric system associated with the speakers’ point of view. Moreover, the speakers’ responses are depended on the physical and situational context and independent of the languages they use. The study concludes with the understanding that there may be universal features demonstrable in the spatial domain.
20
Ramón García, Noelia. "Multiple modification in English and Spanish NPs." International Journal of Corpus Linguistics 11, no. 4 (December 8, 2006): 463–95. http://dx.doi.org/10.1075/ijcl.11.4.06ram.
Full textAbstract:
This paper is an English-Spanish corpus-based contrastive study of multiple modification within the boundaries of the noun phrase. This issue is particularly problematic when comparing English and Spanish, and causes difficulties in foreign language learning as well as in translation processes between the two languages. The aim of this study is to unveil the interaction between meaning and grammar in this linguistic area in English and Spanish, revealing the different grammatical structures used in the two languages to actualise a particular meaning. The approach followed in this paper is a functional one (Bondarko 1991; Chesterman 1998). The empirical data on which the study is based are instances of authentic language in use extracted from two large monolingual reference corpora, Cobuild/Bank of English and CREA (Reference Corpus of Contemporary Spanish). The contrastive analysis consists of three stages: description, juxtaposition and a contrastive stage in which functional-semantic correspondences are suggested on the basis of meaning.
21
Andrews, Stephen J. "Teacher language awareness and language standards." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 39–62. http://dx.doi.org/10.1075/japc.12.1.04and.
Full textAbstract:
As demand for proficient English speakers increases worldwide, there is growing concern about the standard of English achieved by students during their schooling. With English teachers (rightly or wrongly) receiving much of the blame for a perceived decline in language standards, policy-makers are increasingly interested in the language-related competencies of English teachers: both their language proficiency (or ‘communicative language ability’, CLA) and their ‘knowledge about language’ (or Teacher Language Awareness, TLA). As a result, the assessment of English teachers’ language-related competencies has become more widespread. In any attempt to measure those competencies, however, several important interrelated issues have to be confronted. Some relate to the precise nature of the knowledge/awareness that English teachers have of the language they teach, and the difficulties inherent in setting/measuring standards of Teacher Language Awareness. Others concern the language model(s) of which English teachers are expected to be aware, and about which teachers themselves feel they should be aware. The present paper examines some of these issues. It begins by exploring the nature of TLA, and some of the challenges in TLA measurement. It then considers questions relating to the varieties of English which form models for TLA, with particular reference to Hong Kong.
22
Habbash, Manssour Ras'n M. "Electronic Reference Tools in EFL Classes." International Journal of English Linguistics 8, no. 2 (December 23, 2017): 101. http://dx.doi.org/10.5539/ijel.v8n2p101.
Full textAbstract:
Electronic reference tools viz. dictionaries, wikis, explorers, translators etc. tender a great support to the EFL learners in understanding different aspects of the lexical, syntactical, phonological and semantic complexities. In view of the usefulness of online reference tools, it is hypothesized that extensive use of the tools in classrooms expedites the acquisition of the language. In an effort to establish the correlation between the effective use of the tools and the acquisition of English as a foreign language, it is proposed to take up a study that aims at finding out the impact of using Electronic reference tools in EFL classrooms. The study was conducted with two groups of learners of English as a foreign language who completed their yearlong English language course that is mandatory for continuing their bachelors’ course. By using purposive sampling method the participants of the study were selected and were divided into group A and group B based on the levels of success in their acquisition of English required for continuing their bachelor’s courses. The levels of success were determined based on a diagnostic test conducted at the end of their one-year English language program, and graded in light of the Interagency Language Round Table Scale (ILRS). The students who obtained ILRS +3 level and above in the test were included in group A, and the students who obtained below ILRS 3 level are included in group B. The final sample of the students in both the groups were provided with a questionnaire of Likert scale that is followed by face-to-face interviews. By employing mixed method model of research, the correlation between their use of online reference tools and their level of success in learning the language were established. The results show a positive correlation that confirms the use of online and electronic reference tools is an essential learning strategy both within and out of the classroom learning as well as for expediting the learning process.
23
Maqsood, Maida, Ayesha Qadeer, Hafza Munazza Akhter, Faiz Ullah, and Hafsa Hamid Butt. "Exploring The Influence Of Movements On The English Language: A Critical Analysis." Migration Letters 21, S5 (February 13, 2024): 184–89. http://dx.doi.org/10.59670/ml.v21is5.7705.
Full textAbstract:
This paper mainly deals with the different events and the events impact on the English language. Different movements brought many changes to the English language. Modern technology brought printing, mobile phones, emails, and some short forms of the languages are exposed because of the different movements. As the life-changing similarly the people English languages changes form the past to its current position. How different events brought about changes in spoken and written English language and how the change will persist even in the future. The combination of languages in trade, commercial and technical progress resulted in modern English. The press has facilitated language standardization, and the internet has simplified new terms in English, while social media platforms have made it possible for English speakers to invent new terms and words with reference to newness, while English is a prestigious language for media and other sources of en[1]tertainment. Simply put, with media, the internet, and other technologies, political, social and economic globalization makes English a vital and increasingly viable tool for communication and new developments provide English the potential to prosper as a language. In the future, contemporary English may soon become ultra-modern as the language is dynamic and always changing.
24
Volín, Jan, Kristýna Poesová, and Lenka Weingartová. "Speech Melody Properties in English, Czech and Czech English: Reference and Interference." Research in Language 13, no. 1 (March 30, 2015): 107–23. http://dx.doi.org/10.1515/rela-2015-0018.
Full textAbstract:
Two major objectives were set for the present study: to provide reference data for the description of Czech and English F0 contours, and to investigate the limits of the ‘interference hypothesis’ on Czech English data. Altogether, the production of 40 speakers in 2392 breath-group F0 contours was analyzed. The speech of 32 professional speakers of English and Czech provides reference values for various acoustic correlates of pitch level, pitch span and downtrend gradient. These values were subsequently used as a benchmark for a confirmation of the interference hypothesis through comparison with a further sample of 8 non-professional speakers of English and Czech-accented English. The native English speakers of both genders produced significantly higher pitch level indicators, wider pitch span and a steeper downtrend gradient than the reference native speakers of Czech. Although the pitch level of the Czech-accented material lies in between the two reference groups, the pitch span of this group is the narrowest, which indicates that factors of foreign-accentedness other than simply interference are in effect.
25
Palander-Collin, Minna, and Minna Nevala. "Person reference and democratization in British English." Language Sciences 79 (May 2020): 101265. http://dx.doi.org/10.1016/j.langsci.2019.101265.
Full text
26
Tolochko, Orest. "ALLOMORPHIC FEATURES OF STYLISTICALLY MARKED INVERTED SYNTACTIC MODELS (WITH REFERENCE TO ENGLISH AND UKRAINIAN FICTION TEXTS)." Scientific Journal of Polonia University 42, no. 5 (February 12, 2021): 54–60. http://dx.doi.org/10.23856/4207.
Full textAbstract:
The article elucidates allomorphic syntactic models with inversion in English and Ukrainian, as Indo-European languages of different groups. The key emphasis is put on the expressive potential of these syntactic structures, while taking into account their frequency and distributional behavior as well. The latter show direct dependence of inverted constructions stylistic connotation upon the word order patterns of a specific language and determine an extent of expressive colouring of particular cases of inversion. The allomorpism of this linguistic category in English and Ukrainian manifests itself in syntactic models. The latter acquire a special status in English due to the limitation of their usage in fiction texts. This feature is not typical of the Ukrainian Language. The constructions with an introductory there, emphatic do and a prepositional position constitute distinctive English structures; the syntactic models with existential and movement semantics display allomorphic parameters typical of Ukrainian. The two languages text systems, though, require complex consideration from the point of view of different language levels in the micro- and macrocontextual framework as a key factor complementing the discourse expressiveness.
27
Pal, Dr Tanmoy. "An Analysis of Indian Music Aesthetics with Particular Reference to Hindustani Classical Music." Praxis International Journal of Social Science and Literature 6, no. 5 (May 25, 2023): 1–9. http://dx.doi.org/10.51879/pijssl/060501.
Full textAbstract:
Learning a language is no easy process. Although English is a worldwide language, mastering all four micro skills is difficult. There are several problems and stumbling blocks to mastering English, particularly for non-native speakers such as Myanmar students. For example, insufficient teaching and learning materials, large numbers of students in classes, utilizing their native language in spite of English, not being in an English-speaking setting, less confident in speaking English and using the incorrect syllabus. These are only a few examples. I occasionally teach English in Myanmar. In both teaching and learning English in Myanmar, I encountered several hurdles and barriers. It motivates me to conduct particular studies on the difficulties that students and instructors face in Myanmar.I used the quantitative research approach to determine the specific issues and impediments experienced in teaching and learning English. I implemented Google Form to identify the most relevant 15 questions for instructors, which took about two months, and I received 47 replies out of 50 surveys on obstacles in teaching English. Through the survey findings, we could clearly see what hurdles and obstacles Myanmar instructors had throughout their teaching and how they dealt with all of these concerns, as well as their dos and don'ts remarks and wise advise. Then I concluded by outlining how we should use the recommended strategies and implementations to overcome all of the obstacles that we have when teaching and learning English.
28
Wang, Wei, and Weihong Zhou. "On Relative Translatability of Language with Special Reference to Contrastive Analysis between Chinese and English." Journal of Language Teaching and Research 9, no. 2 (March 1, 2018): 302. http://dx.doi.org/10.17507/jltr.0902.11.
Full textAbstract:
The issue of translatability has always been in dispute in translatology. On the one hand, languages are translatable, which can be demonstrated from different perspectives such as the general characteristics of language, the parallel linguistic structures, the cultural similarities, and the sameness of the intelligence quotient of all human races. On the other hand, there exist a series of limits in translation which obstruct the translatability of languages. Thus language can be described as relatively translatable. Translators are supposed to provide hybrid versions so as to facilitate communication and decrease tension between source language text and target language text.
29
Cantarini, Sibilla. "Anglicisms in German – An Overview with Reference to the Neologismenwörterbuch in the Online-Wortschatz- Informationssystem Deutsch (OWID)." Neophilologica 2019 35 (December 29, 2023): 1–18. http://dx.doi.org/10.31261/neo.2023.35.07.
Full textAbstract:
Neologisms indicate linguistic changes in the lexicon. Vocabulary is particularly prone to changes since language communities constantly need new words and phrases to denote new facts or circumstances or they require new expressions for concepts already established. New expressions are often borrowed from other languages. English has had a strong influence on German vocabulary in the last decades. Therefore, German has several English borrowings. These anglicisms differ in their degree of integration into the linguistic system and vary, for instance, with respect to usage, style, and diffusion in the language community. With the help of the Neologismenwörterbuch, it is possible to have an overview of neologisms of English origin in German that integrate different areas of language change.
30
Ventola, Eija. "Finnish writers' academic English." Functions of Language 1, no. 2 (January 1, 1994): 261–93. http://dx.doi.org/10.1075/fol.1.2.05ven.
Full textAbstract:
The paper illustrates how many Finnish writers tend to have difficulties coding references to text participants appropriately in their English texts. When organising their texts thematically, Finnish writers also appear to apply thematic patterns which are not typical of English texts. In addition, Finnish writers do not seem to utilise the possibilities of the interplay between the REFERENCE and THEME systems at their textual optimum. The insights into the textual analysis of FL-scientific writing presented here may prove useful when applied linguists are facing the challenge of designing courses for academic writing in a foreign language, courses which will develop learners' consciousness and linguistic skills in organising information in texts in a way which is referentially and thematically cohesive.
31
Patel, Malin, Armine Garibyan, Elodie Winckel, and Stephanie Evert. "A reference constructicon as a database." Yearbook of the German Cognitive Linguistics Association 11, no. 1 (December 1, 2023): 175–202. http://dx.doi.org/10.1515/gcla-2023-0009.
Full textAbstract:
Abstract This article explores the importance of database architecture in building a reference constructicon. Several reference constructicons have been implemented for various languages (FrameNet Constructicon, English Constructicon, Japanese FrameNet Constructicon, German Constructicon, Swedish Constructicon, FrameNet Brasil Constructicon, Russian Constructicon). However, most constructicon projects do not provide explicit information about their implementation or the underlying data model. A recent reference constructicon project dealing mainly with the English language is CASA (Construction Grammar Approach to Syntactic Analysis). In this paper, we present the data model underlying CASA in detail and its current implementation as a relational database and web interface. Relational databases are widely used for many different applications and allow large amounts of data to be stored and managed in a structured and efficient way.
32
Pawlak, Aleksandra, Jessica S. Oehlrich, and Richard M. Weist. "Reference time in child English and Polish." First Language 26, no. 3 (August 2006): 281–97. http://dx.doi.org/10.1177/0142723706059447.
Full text
33
اسعد عبود, بان. "Inclusive Use of Indefinite, Definite and Zero Article in English and Arabic Religious Texts." لارك 1, no. 36 (December 24, 2019): 284–91. http://dx.doi.org/10.31185/lark.vol1.iss36.1381.
Full textAbstract:
The present study aims at investigating the inclusive function of the indefinite, definite and zero article in English and Arabic. These articles are used in the two languages for generic reference but each language has certain conditions for this inclusive use. The researchers shed light on the syntactic and pragmatic aspects of the articles in each language because the syntactic structure of the sentence in Arabic determines the inclusive function. As for the pragmatic level, the interpretation of the reader and the context in which the articles are used determines their inclusive reference. The researchers select Five texts from the Holy Bible and Five texts from the Glorious Quran that are regarded as the standard languages. The selected texts are analyzed qualitatively in order to examine the similarities and differences of the inclusive use of articles in English and Arabic. Understanding the use of the articles for generic reference in English and Arabic is hoped to be helpful for translators, teachers and writers.
34
Prajapati, Martik. "Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers." Integrated Journal for Research in Arts and Humanities 2, no. 6 (December 11, 2022): 291–96. http://dx.doi.org/10.55544/ijrah.2.6.40.
Full textAbstract:
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in English as CEFR or CEF or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates for education admission or employment. Its main aim is to provide a method of learning, teaching, and assessing that applies to all languages in Europe.
The Common European Framework of Reference (CEFR) guidelines describe language proficiency of learners on a scale of 6 levels. While the description of CEFR guidelines is generic across languages, the development of automated proficiency classification systems for different languages follows different approaches.
35
Skoromolova, Yuliya Vladimirovna. "Language units of subject semantics as an actualizer of the verbal and cogitative category of situationality in the Russian and English languages." Philology. Issues of Theory and Practice 16, no. 9 (August 29, 2023): 2729–34. http://dx.doi.org/10.30853/phil20230424.
Full textAbstract:
The aim of the research is to identify the peculiarities of speech representation of the verbal and cogitative category of situationality by language units of subject semantics placed in the subject position in a sentence. The researcher uses the method of morphothemic analysis, which combines the study of the semantics and the form of language and speech units. The novelty consists in the representation of cognitive transformations in the structure of a non-situational syntagmeme when used with situational reference in speech. In addition, the peculiarities of speech creativity of such kind were described in the Russian and English languages. The research findings demonstrate the similarity of language instruments used in the Russian and English languages to denote various speech situations, verifying the thesis about the universal character of the category of situationality. Although, Russian-speaking authors employ creative speech products more often than English-speaking ones (39% and 31% respectively), frequently using thing-names with situational reference in the subject position in a sentence, while in the English-language discourse, situations tend to be denoted by already existing situational names as well as deictic linguemes with a wide referential scope.
36
Hudcovičová, Marianna. "PRODUCTIVITY OF SELECTED SUFFIXES IN THE TERMS OF MATHEMATICS." SCIENCE International Journal 2, no. 1 (March 16, 2023): 7–12. http://dx.doi.org/10.35120/sciencej020107h.
Full textAbstract:
The article deals with the analysis of mathematical terms, i.e. simple nouns. Complex terms are avoided in order to prepare a detailed lexico-grammatical analysis. The research examines the term formation within the word class of nouns. Origins of the English and Slovak terms are analysed, described and compared. Latin and Greek languages are languages of science for the English language. The original languages of terms in both languages. Furthemore, Slovak terminological equivalents are compared with the English ones in term preference the Latin/Greek term or the native term if exists. According to term formation processes, the following suffixes representing bound morphemes are analysed: -er, -or, -ion. The terms formed by affixation using the selected suffixes are compared with the Slovak counterparts in terminology of mathematics. Terms are analysed according to principles for term formation. The following principles should be followed in the formation of terms and appellations, as far as possible and as appropriate to the language: transparency; ⎯ consistency; ⎯ appropriateness, linguistic economy; ⎯ derivability and compoundability; ⎯ linguistic correctness; ⎯ preference for native language. Subject of analysis are terms taken from the Slovak National Corpus 10.0, i.e. English –Slovak Parallel Corpus 4.0 en, Slovak –English Parallel Corpus 4.0 sk and the British National Corpus. In the research, electronic corpora are applied. They use mathematical ad statistical methods to evaluate e.g. occurrence, frequency, collocability of words. The previous mentioned methods are taken into consideration and help to prepare the effective, precise and objective analysis of the planned analysis. The research is based on both languages and comparison of terms in both parts of the corpus. Specific trends and tendencies in the strategies of term formation are analysed. Descriptive method is used and the methods of quantitative and qualitative analysis are applied. Due to analysis of two languages, contrastive and comparative approaches are entailed. Terminology records of terms are examined from lexico-grammatical point of view and on the basis of term-formation tendencies in each analysed language. i.e. Slovak language and English language. Records include entry, identification number, reference to the term, synonyms, subject field, formula, abbreviation, context, reference to the context, definition, reference to the definition.
37
Sun, Hongyuan, and Hamida Demirdache. "Time Reference in Mandarin Relative Clauses." Languages 7, no. 3 (July 5, 2022): 170. http://dx.doi.org/10.3390/languages7030170.
Full textAbstract:
In this paper, we investigate constraints on the time reference of embedded clauses in Mandarin. We show that while English past-tensed embedded clauses disallow later-than-matrix readings in intensional contexts on a de dicto construal, Mandarin relative clauses with bare predicates yield temporally free readings across the board. We argue that the contrast between the temporal interpretations of bare embedded clauses in Mandarin vs. past-tensed embedded clauses in English is not due to a putative contrast between ‘tenseless’ languages (as Mandarin is traditionally assumed to be) and ‘tensed’ languages such as English. Mandarin is indeed not tenseless, but rather has a covert Non-Future tense, restricting the reference time of bare sentences to non-future times. Moreover, Mandarin superficially tenseless embedded clauses with overt—be it perfect, perfective, durative/progressive—aspectual marking do not allow later-than-matrix readings on a de dicto construal, just like tensed embedded clauses in English. We conclude that the freedom of interpretation of bare embedded clauses in Mandarin cannot be imputed to null semantically underspecified tense, but rather to null semantically underspecified aspect. Our analysis provides, to our knowledge, the first arguments for Non-Future tense in embedded contexts.
38
Salkie, Raphael, and Susan Reed. "Time reference in reported speech." English Language and Linguistics 1, no. 2 (November 1997): 319–48. http://dx.doi.org/10.1017/s1360674300000563.
Full textAbstract:
English tenses in indirect reported speech appear to behave in unusual ways. In John said that he was happy, the most likely interpretation is that John's being happy was simultaneous with the time of John's speaking. This has led many analysts to invoke a ‘Sequence of Tenses’ rule, while others have proposed that English has two formally identical but semantically distinct past tenses, treating was in the preferred interpretation as a ‘relative past’. Under either treatment, a simple semantics for English tenses cannot be maintained.This paper argues that time reference in reported speech can only be analysed within a coherent theory of speech reporting. We propose a new way of distinguishing direct and indirect reported speech, based on the notion of Pragmatic Source. Within this framework we then argue that tense in indirect reported speech can be handled by pragmatic principles, without any enrichment of the semantics of tense.Previous analyses of tense in reported speech by Comrie and Declerck are examined and rejected. Unlike other accounts of reported speech, our approach does not presuppose an ‘original utterance’.
39
DEPRAETERE, ILSE, and CHRISTOPHER WILLIAMS. "Special issue on future time reference in English." English Language and Linguistics 14, no. 2 (June 2, 2010): 161–62. http://dx.doi.org/10.1017/s1360674310000031.
Full textAbstract:
The idea of devoting a special issue to the question of future time reference in English began with the seminar we jointly convened on ‘What Future for the Future Tense in English?’ for the ESSE-8 conference held at the Institute of English Studies, University of London, between 29 August and 2 September 2006. This in turn raises the question as to why we should have thought of future time reference in English as a topic of interest in the first place. We had in fact both been interested in questions relating to tense, aspect and modality for several years, and we had long been struck by the fact that (much to the despair of many non-native speakers) English is particularly well endowed with ways of expressing future time reference by comparison with many other European languages.
40
Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (December 20, 2017): 297. http://dx.doi.org/10.7203/normas.v7i2.11166.
Full textAbstract:
Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but with special reference to Spanish and English we show that the two languages can influence each other and make changes in the order of acquisition.
41
Deepaen, Wanida. "Research and Development of the ASEAN Cartoon Lesson using the Communicative Language Teaching Approach and the Common European Framework of Reference for Languages." Global Journal of Foreign Language Teaching 6, no. 2 (December 1, 2016): 104. http://dx.doi.org/10.18844/gjflt.v6i2.715.
Full textAbstract:
Cartoon pictures help to encourage students’ attention and bring joy to learning English. Cartoon lessons efficiently support students’ English language achievements. This research aimed to develop the ASEAN cartoon lesson using the communicative language teaching approach (CLT) and the Common European Framework of Reference for Languages (CEFR) for secondary school students. The ASEAN cartoon lesson was used to teach M.2 students for 22 hours. Then, interviews, a multiple-choice test, questionnaires and focus group discussions were used to collect data that were analysed by content analysis, descriptive statistics, a relative gain score and a dependent sample t-test. The research findings indicated that the cartoon lesson displayed very good efficiency and effectiveness. In addition, the students displayed developments in their language learning. This result will hopefully become a reference for English teachers to use to enrich students’ learning.
42
Lucero, Audrey, Kevin Donley, and Bobbie Bermúdez. "The English referencing behaviors of first- and second-grade Spanish–English emergent bilinguals in oral narrative retells." Applied Psycholinguistics 42, no. 5 (June 30, 2021): 1243–61. http://dx.doi.org/10.1017/s0142716421000278.
Full textAbstract:
AbstractThis study investigated differences in the English referencing behaviors in the context of oral narrative retell between typically developing first- and second-grade Spanish–English emergent bilingual children in dual language immersion and English-only instructional contexts (N = 105). Children heard and retold Mercer Mayer wordless picture books, and analyses were conducted to examine how they used nominals and pronominals to maintain and switch reference to potential thematic protagonists in the story. Multivariate analysis of variance showed significant grade-level differences in the proportion of pronominals used to switch and maintain reference to BOY/S (boy and dog or frog), as well as to switch to BOY. In contrast, instructional context differences were significant only for reference to the DOG or FROG. The finding that second graders in both dual language immersion and English-only programs continued to demonstrate an overreliance on pronominal forms to switch reference in a second language suggests that differences in literacy and oral language development may extend beyond the grades that we investigated. It is therefore important to continue investigating the referencing behaviors of emergent bilingual children throughout the elementary years of schooling.
43
Dr. Komal Raichura. "A Study of Amitav Ghosh’s The Hungry Tide with Special Reference to English Language and its Receptivity." International Peer Reviewed E Journal of English Language & Literature Studies - ISSN: 2583-5963 2, no. 1 (June 10, 2020): 51–68. http://dx.doi.org/10.58213/ell.v2i1.20.
Full textAbstract:
Over the course of the last century, the phrase "global language" has been applied to English because millions speak it of individuals whose native language is not English. There are also many writers whose first language is not English but who come from all over the world to add to the canon of English literature. These authors who are not native English speakers have been able to comprehend their own cultures via the medium of English while at the same time bringing about a significant shift in the English language. A significant majority of the time, these changed variants are recognised as unique English language varieties. This article examines the notion of translingual authors as well as their use of the English language and uses the novel "The Hungry Tide" written by the Indian author Amitav Ghosh, who is a translingual writer, as an example. Ghosh is a writer who writes in more than one language. In addition to the works of other academics, the book is analysed with the only intention of concentrating on the evolution of the English language that can be found in it. This is the only goal for which the analysis was carried out. This investigation aims to locate information that will provide responses to two inquiries. The following are the questions that need to have their answers provided: 1. How can authors who write in more than one language demonstrate the evolution of the English language? 2. What are some of how Amitav Ghosh alters the English language in The Hungry Tide, and why does he do this?
44
Amin, Bahar Assi. "Reference and Sense in Selected English Short Stories." JOURNAL OF LANGUAGE STUDIES 3, no. 1 (September 1, 2023): 104–20. http://dx.doi.org/10.25130/jls.3.1.7.
Full textAbstract:
This research is an inquiry into the concepts of reference and sense in selected English short stories. It is an attempt to determine which concept of these two is used more in the selected short stories because in every language different expressions of these two are used and that’s why they have been chosen in this study.The reference of a word is the relation between the linguistic expression and the entity in the real world to which it refers. In contrast to reference, sense is defined as the relations to other expressions in the language system. Thus there are words that have senses but no referents in the real world. Depending on this contradiction this study is going to be conducted.
45
Rankin, Tom, and Barbara Schiftner. "Marginal prepositions in learner English." International Journal of Corpus Linguistics 16, no. 3 (October 24, 2011): 412–34. http://dx.doi.org/10.1075/ijcl.16.3.07ran.
Full textAbstract:
This paper illustrates the use of learner corpus data to inform language teaching. A comparative interlanguage analysis of a specific class of complex and marginal prepositions in a range of L1 German learner corpora is presented. The comparison shows that, in native English, prepositions in the semantic field of “reference” and “aboutness” are used in distinct structural and collocational environments, while the learner data shows a greater degree of interchangeability in use. Since the distribution of these prepositions in native English is more differentiated than might be suggested by the standard pedagogical reference works, implications for English language teaching are suggested.
46
Alolaywi, Yasamiyan. "Derivation between English and Arabic with Reference to Translation: A Contrastive Analysis Study." Arab World English Journal For Translation and Literary Studies 6, no. 3 (August 24, 2022): 128–41. http://dx.doi.org/10.24093/awejtls/vol6no3.9.
Full textAbstract:
The current study aimed to explore derivation as a linguistic phenomenon between the English and Arabic languages and to identify its most prominent characteristics and divisions. It also sought to deduce the main similarities and differences between the two languages in this regard from both typological and contrastive perspectives. To achieve the main aim, this study adopted a descriptive analytical approach. In fact, the analysis of morphological phenomenon across disparate languages is of linguistic value, as it enriches the linguistic repertoire with some insights from comparative studies, which are considered scarce in this field. Findings of this study shows that the common features between the Arabic and English languages is that they derive new forms of words from a single root word with an association in meaning between the produced words. However, the derivation process in Arabic is more complex and diverse compared with English, in which derivation can mainly be archived through affixation. Additionally, this study revealed that the distinction between the two languages may result in some translation problems, as some derived words in Arabic have no equivalent in the English language. Accordingly, some solutions to this dilemma were suggested throughout this research, including the application of established translation techniques proposed by Newamark (1988) and other translation scholars, such as paraphrasing, transference, notes, and synonymy. Finally, it is worth noting that exploring the similarities and differences between languages has important pedagogical implications, as this might contribute to facilitating the learning and teaching process of a foreign language.
47
Dong, Diwen. "College English Learning Center Planning Based on Language Learning." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 4493–99. http://dx.doi.org/10.18001/trs.7.5.2.15.
Full textAbstract:
Objectives: Planning for English learning centers for college students can meet the needs of students’ independent learning and achieve the purpose of enhancing students’ comprehensive English practice and application ability. Methods: This study proposed the characteristics and functions of the English learning center, as well as the resources and facilities of the learning center when planning the university English learning center, and explained the construction of the English learning center’s learning materials and the division of functional areas. The influencing factors of the construction of learning center materials mainly include students’ language level, learning needs, authority and applicability of learning materials. Results: On this basis, taking the English learning center plan of a university library as an example, the functional areas are divided into four functional areas: English listening, speaking, reading and writing. Conclusion: It is hoped that this research will provide some reference and reference for the planning study of university English learning center based on language learning.
48
DEUCHAR, MARGARET. "Congruence and Welsh–English code-switching." Bilingualism: Language and Cognition 8, no. 3 (November 15, 2005): 255–69. http://dx.doi.org/10.1017/s1366728905002294.
Full textAbstract:
This paper aims to contribute to elucidating the notion of congruence in code-switching with particular reference to Welsh–English data. It has been suggested that a sufficient degree of congruence or equivalence between the constituents of one language and another is necessary in order for code-switching to take place. We shall distinguish between paradigmatic and syntagmatic congruence in relation to the grammatical categories of the two languages, focusing on the insertion of English nouns and noun phrases, adjectives, verbs and participles in otherwise Welsh utterances. We shall demonstrate how differing degrees of congruence between grammatical categories in the two languages are reflected in different code-switching outcomes.
49
Mulyadi, Ari. "EXPLORING REFERENCE ACCURACY ON UNDERGRADUATE THESIS OF ENGLISH LANGUAGE AND LITERATURE PROGRAM." Jurnal Pendidikan Bahasa Inggris Proficiency 5, no. 1 (January 15, 2023): 20. http://dx.doi.org/10.32503/proficiency.v5i1.3286.
Full textAbstract:
This study specifically reports on the referencing accuracy to examine the breached APA sixth edition formatting references rules produced by English language and literature undergraduate students. This study was frame in Aronsky et.al (2005) employed a qualitative descriptive method to describe the breaches and the most breached rules. The selection of data samples was obtained from undergraduate thesis of nine students in English language and literature program in a private college in Bandung. The results showed that the students breached six formatting general rules: 1) not on a new page (3.23%), 2) incorrect formation of the section name (29.03%), 3) spacing errors (22.58%), 4) not listed alphabetically (19.35%), 5) indentation errors (16.13%), and 6) incorrect recording of the entries (9.68%). While based on the type of source, 20 rules in total were breached, which spread in six types of sources i.e., 1) periodicals, 2) books, reference books, and book chapters, 3) technical and research reports, 4) doctoral dissertation/ master’s thesis, 5) document from web site, and 6) unclear sources. Furthermore, the most breached APA sixth edition formatting references rules are incorrect formation of the section name (29.03%), incorrect formation of book, reference books, and book chapters (17.44%). The result tracks well with Aronsky et.al (2005) that formatting a paper in APA style can be tricky.
50
Zhou, Lan, and Qiang Sun. "A Contrastive Analysis of Explicit Cohesion in English Advertising Texts and Their Chinese Consecutive Interpretation Versions." Theory and Practice in Language Studies 9, no. 4 (April 1, 2019): 465. http://dx.doi.org/10.17507/tpls.0904.15.
Full textAbstract:
Although much research has been conducted on language features of advertising, little has been reported on the contrast between language use in advertisements, particularly advertisements in English and those in Chinese. Drawing on Halliday and Hasan’s theory about cohesion in text, this paper reports on the explicit cohesion devices used in advertising texts in English and Chinese. The data were derived from Singapore, a multilingual country where English and Chinese are two important languages. A total of thirty advertisements in English and their Chinese versions were analyzed for the distribution of explicit cohesive devices, i.e., lexical cohesion and grammatical cohesion. The study reveals that advertisements in English used more reference and conjunction devices than those in Chinese, whereas Chinese language advertisements employed more ellipsis devices than English language advertisements. It also finds that there were no differences in the use of substitution and lexical devices in English or Chinese language advertisements. The conclusion of the study is finally drawn and the further study is suggested.