Journal articles on the topic 'English language Singapore Psychological aspects'

Objective: Intensive care nurses have a critical role in fighting COVID-19. They have been on the front lines to provide high-quality and safe patient care in these facilities. However, the covid-19 pandemic has made their work more challenging. As a result, healthcare workers' physical and mental well-being has affected their ability to offer quality care. Based on these arguments, there is a shortage of empirical research, especially in intensive care nurses’ experiences caring for COVID-19 patients. However, further investigation is needed better to understand these concerns from the nurses’ perspective. Objective: To comprehensively review, describe, and explore the experiences and perceptions of nurses working in an ICU during the COVID-19 global pandemic and their assessments of how these experiences have impacted their personal and professional lives. Material and Methods: The following seven electronic databases were searched systematically to gain relevant studies: CINAHL, EMBASE, PsycINFO, MEDLINE, PubMed, the Cochrane Library and Web of Science. The literature review was the methodology guide for this study. This review used the PICOS (population, intervention, outcomes, and study design) model to formulate research questions and a PRISMA flow diagram to screen and select relevant studies. Eligible studies are written in the English language and are peer-reviewed. The methodological quality was assessed using the Joanna Briggs Institute (JBI) critical appraisal checklist for qualitative studies, while the Mixed Methods Appraisal Tool (MMAT) was used to evaluate mixed methods designs. The narrative synthesis techniques were used to present the findings. Results: A total of 693 records have been screened, and only eight studies were finally included: six studies used qualitative approaches while two used mixed methods design approach. The eight studies were undertaken in SEVEN different geographic areas (Hong Kong, Iraqi Kurdistan, Singapore, Qatar, Australia, USA, Sweden). The eight studies recruited 420 registered nurses, of whom 67% were male (281) and 33% were female (139) aged between 20 to 60 years, and the mean of their experience was eight years. The review had four different themes from the analysis. The finding of the eight included studies related to the RN's experiences, which include psychological distress (depression, anxiety, post-traumatic stress disorder); stressful work environment.; experiences with personal protective equipment (PPE); moral resilience, sense of pride, and commitment. Conclusion: ICU nurses may be considered a particularly vulnerable group of people. They reported increasing workloads in stressful and precarious situations and a challenge in their ability to make decisions independently. There is a need to explore additional aspects of their encounters further when caring for patients during the pandemic by going deeper into areas of their lives relevant to their experiences to understand the aspects that may not be addressed through quantitative methods.

The segmental characteristics of the English spoken in Singapore are quite widely described (e.g. Tongue 1979, Platt and Weber 1980, Brown 1988a, Brown 1991). However, the suprasegmental aspects, such as intonation, are less well documented, even though it is widely accepted that it is the suprasegmental aspects that contribute most to the distinctive character of “foreign” accents such as that of Singapore (Brown 1991: 4).

The article discusses issues of effective learning and mastering a foreign language and factors affecting the learning process. The author focuses on the methodological and psychological aspects of this process. The effectiveness of learning and mastering a foreign language, its further professional use, in addition to the teacher’s talent to use the correct method of presenting and activating teaching material, the ability to build trust with students and create a comfortable environment for them in the classroom, depends largely on psychological factors, on the students’ ability to change established ideas about their ability to assimilate and freely use foreign language speech both in class and in real life.

Abstract In this paper the relationship between socio-cultural, socio-economic factors and linguistic variables in a bilingual community in Singapore is examined. The results show that education and socio-economic status correlate significantly with linguistic variables. Socio-economic status and socio-psychological factors best help to explain gender differences in linguistic variation.

Affective factors play an integral role in English language learning. If we want to be successful in teaching language writing, we need to look into these socio-psychological factors of students. There is a correlation between self-efficacy and writing anxiety that directly influences students’ writing performance. Students’ self-confidence in writing can minimize the anxiety. Pedagogically, methods are chosen specially by teachers, because of acquisition and learning of writing skills of students.

Colour symbolism plays a great role in art, religious rituals and everyday life. Colour names can be encountered in phraseological units which are based on the semantic and psychological perceptions typical of a given nation and culture. They reflect the semantic, grammatical, lexicological and psychological peculiarities specific to a given language. The article discusses certain psychological, semantic and structural aspects of phraseological units with colour names.

Multiple scientific works are dedicated to studying the impact of linguistic factors upon the translation process. However, relevant remains the task of determining dependence of the translation strategy on the peculiarities of semantic development and functionality of terminological units. This article examines the functional-semantic aspects of translation of the adjective-substantive terminological phrases of English language that reflects the scientific notions of psychology. An attempt is made to develop the methods for translating terminological phrases that would consider syntagmatic aspects of interaction of the meanings of its components. Attention is focused on determination of the impact of peculiarities of terminological meaning of terminological phrase upon the choice of its conveying in translation. A conclusion is made that the translation process of terminological phrases from English to Russian are influenced by such factors, as the level of semantic closeness of terminological phrases and communicative significance of its adjective component. In conclusion, the author discusses strategies of selection of the way of translation of terminological phrases, taking into account the aforementioned factors.

The aim of this paper is to compare the educational language policing in Ireland, Singapore, and Malaysia. While distant geographically, the three countries experience similar linguistic processes when it comes to anglicisation, and propose different solutions to the issue of balancing linguistic rights, and promotion of English as the language of globalisation. This comparison aimed to find out what influences language policing in postcolonial countries, and in what ways language shift can be prevented. The aspects of language policing strategies are presented as a way of protecting linguistic human rights, but also as a way of dealing with the aftermaths of the policies implemented by the British Empire. Similarities and distinctions in the language policies of Ireland, Singapore, and Malaysia prove that the weak position of native languages originates not in the “natural” decline of a language, but rather in the policy of promoting English by the colonial forces. Ethnic and linguistic discrimination favouring English speakers in Ireland, Singapore, and Malaysia, originates in similar, imperial linguistic ideologies, which are still reflected in the current language policies of countries of colonial past. While the countries approach their bilingual educational policing in different ways, ultimately the outcomes seem similar when it comes to linguistic attitudes and prestige.

Abstract The concurrent trends of globalisation and ‘indigenisation’ affecting the English language (varieties) around the world pose some interesting questions for language planning and reform issues (e.g. Phillipson, 1992; Pennycook, 1994; Crystal, 1997). With this project we examine the impact of these competing trends on corpus planning relating to gender-inclusive language use in the Englishes of Singapore and the Philippines, categorised as ‘outer-circle’ Englishes by Kachru (1992,1997). In this paper we present some findings on aspects of gender-inclusive language reform based on an analysis of the student and academic texts in the Singapore and Philippine components of the International Corpus of English [ICE]1. Education, particularly higher education, has been identified as a leading site of contact with and trajectories of change for gender-inclusive language reform. We focus in particular on one of the main features of gender-inclusive language reform: generic pronouns. The results of the ICE corpus analysis suggest that adoption of gender-inclusive and gender-neutral generic pronouns is not yet profiled in these ‘outer-circle’ Englishes. Generic he remains the pervasive generic pronoun in the student and published academic writing in the Singapore English corpus. The Philippines data reveal a similar trend although there is some emergence of s/he forms as the preferred gender-inclusive alternative.

This article deals with psychological mechanisms in professionally-oriented approach to learning foreign languages in non-linguistic faculties of universities. This approach is very actual as it develops students’ ability to speak foreign languages in specific professional, business, academic fields and situations, taking into account the characteristics of professional thinking. Psychological approach to foreign language teaching must be closely connected with culture oriented method as the leading one and recognized as a priority in the focus of the education renewal. In the article it is proved that cultural background is of great importance. A dry language course can teach the learners to say what is correct and acceptable only. But the learners also need to know what is appropriate for the target society and what is not. This can only be achieved if they learn about psychology, culture and traditions while learning foreign language. Methods: Mind – maps, pie charts, dramatization, projects, role-playing to decide on which aspects of the culture the learners mostly need to learn about. The most important aspects of the English culture are defined and put into order of importance. Conclusions and Recommendations: suggesting ways of integrating psychology culture into the foreign language syllabus.

LANGUAGE NOTE | Document text in English; abstract also in Chinese.This is a qualitative study of the concerns that Singapore secondary school coaches have with psychological skills training (PST). Two hundred and three coaches were asked to complete the Stages of Concern Questionnaire. The coaches were categorized into four coaching levels. The survey data demonstrated high levels of informational and personal concerns of the lower level coaches and high consequence concerns for the club level and national youth coaches. A group of four coaches, one from each level of coaching agreed to be interviewed in connection with the study. The interview questions were based on an analysis of the survey data. Results of the study revealed three dominant lines of discourse which went beyond the use of PST in schools and which appeared to be systemic concerns about teaching physical education and coaching in public schools. These included issues were closely aligned to existing concepts prevalent in the professional socialisation literature including marginality, isolation and wash-out. It was considered that these concerns would have a negative effect on the likelihood of coaches introducing PST in local schools.本文嘗試探討星加坡中學體育敎練的心理技能訓練，203位敎練接受訪問，結果發現專業的社會化過程可能會影嚮敎練人員的心理技能訓練。

Literature is the language (words, language style) used in books but is not an everyday language. On the other hand, psychology itself is a branch of science that studies behavior and mental processes experienced and done by humans. Psychology and literature are two different but related aspects of knowledge. Literary works provide additional material for practice of grammar (grammar), learning vocabulary, and translation. This can provide knowledge about the importance of the implications of literary works in teaching English and show some negative and positive things contained in the implications in schools and teaching literature in English teaching.

Many New Englishes are spoken in what can often be considered multilingual contexts in which typologically diverse languages come into contact. In several Asian contexts, one typological feature that is prominent in the multilingual contact situation (the “ecology”) is tone. Given that tone is recognized as an areal feature and is acquired easily by languages in contact, the question that arises is how this is manifested in the prosody of these New Englishes. Recent work has shown that contact languages, including English varieties, evolving in an ecology where tone languages are present do indeed combine aspects of tone languages. This paper attempts to go a step further, in suggesting not only that such varieties should not be viewed as aberrant in comparison to “standard” English but recognized as having their own prosodic system partly due to substrate typology, but also that in the consideration of New Englishes — here, Asian (but also African) Englishes — the traditional view of English as a stress / intonation language need to be revisited and revised, to consider some New Englishes as tone languages. Singapore English (SgE) is presented as a case in point, with the presence of tone demonstrated in the set of SgE particles acquired from Cantonese, at the level of the word, as well as in the intonation contour which moves in a series of level steps. A comparison is then made with Hong Kong English, another New English in a tone-language-dominant ecology, with a consideration of typological comparability as well as difference due to the dynamic nature of SgE’s ecology.

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

Subject under consideration in the article is memory as entire, complex and uninterrupted process and lecturer’s influence on character of students’ memory processes. Efficient techniques for improving memory processes of various scientists and the features of modern technologies for English vocabulary memorizing have been studied; nontraditional ways of words memorizing in the English language teaching methods, shown good results in practice have been proposed. The author has analyzed the inclusion of psychology for studying English. The psychological aspects of efficiency increasing of new words memorizing in English classes have been shown. It has been proposed that teachers take into account the individual differences of students in perception and memorization of new English vocabulary. The use of psychological methods of mnemonics and pictograms in English classes has been also considered. Recommendations concerning positive consequences of lecturer’s impact on character of students’ memory processes have been given in the article.

Subject under consideration in the article is memory as entire, complex and uninterrupted process and lecturer’s influence on character of students’ memory processes. Efficient techniques for improving memory processes of various scientists and the features of modern technologies for English vocabulary memorizing have been studied; non-traditional ways of words memorizing in the English language teaching methods, shown good results in practice have been proposed. The author has analyzed the inclusion of psychology for studying English. The psychological aspects of efficiency increasing of new words memorizing in English classes have been shown. It has been proposed that teachers take into account the individual differences of students in perception and memorization of new English vocabulary. The use of psychological methods of mnemonics and pictograms in English classes has been also considered. Recommendations concerning positive consequences of lecturer’s impact on character of students’ memory processes have been given in the article.

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development. Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods References: Abi-El-Mona, I., & Adb-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ science achievement. 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This study pursued to examine the Nepali parents' perceptions about parental involvement in learning English language and to explore relationship between parental involvement level and variables such as parents' gender, educational background, and level of proficiency in English. A sample of 123 parents, ranging the age between 30 to 70, of the students studying at primary grade of a private school was selected for the study using the simple random and convenient sampling techniques. The study focused on the identifying the parents’ perceptions of their involvement in children’s education. T-test and ANOVA were used to analyze inferential statistics of quantitative data. Findings show that parents have a positive attitude towards parental involvement and they are generally aware of the academic and psychological aspects of education. They have a good relation with the teachers and they get involved in their children’s English language education directly and indirectly. Findings also indicated that such demographic characteristics as gender, age, occupation or level of education, generally, make no significant difference on parents’ perceptions about parental involvement. Based on the findings of the study, it is recommended among others that the parents should pay the special attention to their kids at home for better performance. And reinforcing environment plays the vital role for children.

ABSTRACTLanguage is a mean of communication used in daily activities. There are aspects needed to be concerned in the use of language, especially foreign language. One of the most common foreig language used is English. In Indonesia, although, English is sound familiar by most of people, the ability of using English is still not maximal. In the use of English language, one of the most important aspects is grammar, for example grammar orientation—tenses, Simple past tense and simple present tense, these are two particular parts in grammar. Simple past tense indicates the past condition that has passed. Simple present tense is used to describe the habit or event happening now. The tendency of tenses use is usual in daily communication, for instance, everyone will interact through some ways, one of them verbal communication or speaking. There is a relationship between grammar and speaking proficiency. Simple past and simple present tense influence the speaking proficiency, thus by mastering those grammar aspects will make easier to understand communication each other. Therefore discourse has supporting power to make the second learners language easily to improve speaking skill. It thing become a basic need for some people who face the people using that foreign language, especially in the school or business process. In Batam, as an industrial region which next to the Singapore and Malaysia, a well speaking proficiency surely needed. Here, the writer conducts the research toward impact of grammatical orientation with discourse in speaking proficiency on students’ primary school in Batam.

The socio-psychological variables that affect bilinguals’ choices of code-switching (CS) and code-mixing (CM) as a verbal strategy make prediction of their occurrence almost impossible. This research investigates the social motivations and socio-pragmatic aspects of Chinese-English CS/CM among Chinese undergraduate students. Using a questionnaire survey and interviews, the paper investigates attitude-behavior relations by considering patterns of language use and CS/CM patterns between Chinese and English in this group. The results demonstrate that the participants’ highly positive attitudes toward English and the CS/CM process play a major role in CS/CM use in their daily interactions. Chinese-English bilingual students draw on their proficiency and knowledge of the two language systems to precisely and effectively convey their thoughts, intentions, experiences, solidarity, emphasis, and other aspects that affect interaction outcomes.

This article examines literary works of bilingual authors in Nigeria, who create their own national cultural worldviews through the language in which they write, thereby explaining why English in Nigeria is influenced by Nigerian culture. Nigeria is a country that has witnessed a cross-flow of linguistic change due to its inherent multilingualism combined with colonial experiences under British rule, a country where ethnic minorities were referred to as “oil minorities”. Although only two languages are recognized as official languages in Nigeria — Yoruba and English –the problem of multilingualism in Nigeria today remains unexplored, and where there is language contact, there must be a language conflict. Indeed, contiguous languages are often competitive languages and there is no language contact without language conflict. Moreover, the problem of linguistic contact and linguistic conflict exists at three different but interrelated levels: social, psychological and linguistic. The social aspect is related to such issues as the choice of language and its use, the psychological — to the attitude towards language, ethnicity, while the linguistic aspects are focused on the code switching, the donor language intervention, which the English language is. The language conflict has influenced the literary work of Nigerian writers writing in English, which has become an exoglossic language, superimposed on the indigenous languages of the Nigerian peoples. Thus, bilingualism in Nigeria can be considered semi-exoglossic, including English coupled with language mixing.

This study was designed to identify some English grammar pronunciation problems and how the problems can be managed. The population consists of all the first-year students in the University of Nigeria, Nsukka in Enugu State of Nigeria. Nine hundred and ninety-nine (999) students from four departments were sampled using simple random sampling technique. Three research questions and one null hypothesis were generated to guide the study. Mean and standard deviation were used to answer the three research questions while t-test statistic was used to test the null hypothesis. The results revealed that consonant and vowel phonemes, syllabic consonants, consonant cluster, unstressed vowels and stress timing are the aspects of pronunciation that are considered problematic among some first-year students. It also revealed that gender does not play a functional role on pronunciation problems among these first year students in the learning of English Grammar, and that teachers’ emphasis on the problematic area of pronunciation, constant practice, teachers’ knowledge of Oral English, building of language laboratories, teachers’ use of compact disks and tapes on pronunciation, students access to compact disks and tapes on pronunciation dictionaries are the management strategies that can be used to improve pronunciation in English language.

We investigate differences in the psychological aspects underpinning Western mobilisation of two terrorist groups by analysing their English-language propaganda. Based on a computerised analysis of the language used in two English-language online magazines circulated by Islamic State of Iraq and Syria (ISIS) and al-Qaeda (i.e., Dabiq and Inspire), we found significant differences in their language—the ISIS’ language being higher in authoritarianism and its level of religiousness. In a follow-up experimental study, we found that being high in religiousness and authoritarianism predicts more positive attitudes towards the language used by ISIS, but not towards the language used by al-Qaeda. The results suggest that ISIS’ propaganda may be more effective in mobilising individuals who are more authoritarian and more focused on religion than that of al-Qaeda. These findings are consistent with the behaviour observed in recent homegrown terrorist attacks in the United States and Europe.

Abstract Background The coronavirus disease 2019 (COVID-19) is caused by severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2). It has affected 213 countries and territories around the world and 2 international conveyances, thus producing a significant impact on the physical and mental health, behaviour and economy. In this era of crisis, lot of guidelines and measures to combat the disease are present, but the area of adverse mental health consequences is still neglected. This review attempts to highlight the psychological problems associated with this disease. Objective This article aims to retrieve from the existing literature and state the mental effects of COVID-19. Methods A review was developed based on the articles from PubMed, Google Scholar, ScienceDirect, ResearchGate, Centers for Disease Control and Prevention, Elsevier, JAMA Network, The Lancet, New England Journal of Medicine, Cell, Wiley, Nature, Science and special databases for COVID like the Stephen B. Thacker CDC Library, World Health Organization's COVID-19 research article database, COVID-19 Open Research Dataset, LitCovid. The search terms included combination of ‘coronavirus’, ‘COVID-19’, ‘psychological’, ‘quarantine’, ‘children’. All the studies mentioning about the mental consequences and interventions for psychological repercussions associated with COVID-19 are eligible for inclusion. In addition, the research papers in English language have been included. Conclusion There is a need for research among vulnerable population to study the long-term effects of psychological impact of COVID-19.

This article offers a historical analysis of the major themes that the language motivation field has examined in its 60-year history. The discussion starts by briefly reviewing the social-psychological and the situated–cognitive periods. The former was primarily concerned with affective factors in intergroup relations, while the latter with learners in classroom contexts. The second half of the article surveys a number of emerging themes in the field to highlight major findings and potential future directions. These themes include the dynamic, affective, unconscious, and long-term aspects of motivation to learn English and other languages, as well as the implications of the pervasive presence of technology in daily life.

Subject under consideration in the article is memory as entire, complex and uninterrupted process and lecturer’s influence on character of students’ memory processes. Efficient techniques for improving memory processes of various scientists and the features of modern technologies for English vocabulary memorizing have been studied; non-traditional ways of words memorizing in the English language teaching methods, shown good results in practice have been proposed. The author has analyzed the inclusion of psychology for studying English. The psychological aspects of efficiency increasing of new words memorizing in English classes have been shown. It has been proposed that teachers take into account the individual differences of students in perception and memorization of new English vocabulary. The use of psychological methods of mnemonics and pictograms in English classes has been also considered. Recommendations concerning positive consequences of lecturer’s impact on character of students’ memory processes have been given in the article.

In recent decades, the increasing worldwide problems in the reproductive sphere of people, the problem of preserving reproductive health of the population has become very topical, it requires joint medical and psychological efforts. This article presents a review of more than 70 modern English-language scientific publications devoted to the study of psychological and psychosomatic peculiarities of men, women and couples with reproductive disorders and psychological predictors and consequences of these problems. The best known and the least explored psychological aspects of reproductive disorders are highlighted, the results of research are described, also R. Linder’s psychotherapeutic method of preventing premature births is outlined. The article has two parts: the first part presents the research of psychosomatic aspects of male and female reproductive diseases, including infertility; the second one is devoted to psychological and psychosomatic disorders of women during pregnancy and childbirth

In recent decades, the increasing worldwide problems in the reproductive sphere of people, the problem of preserving reproductive health of the population has become very topical, it requires joint medical and psychological efforts. This article presents a review of more than 70 modern English-language scientific publications devoted to the study of psychological and psychosomatic peculiarities of men, women and couples with reproductive disorders and psychological predictors and consequences of these problems. The best known and the least explored psychological aspects of reproductive disorders are highlighted, the results of research are described, also R. Linder’s psychotherapeutic method of preventing premature births is outlined. The article has two parts: the first part presents the research of psychosomatic aspects of male and female reproductive diseases, including infertility; the second one is devoted to psychological and psychosomatic disorders of women during pregnancy and childbirth

Introduction: The World Health Organization Quality of Life (WHOQOL-BREF) questionnaire is a 26-item questionnaire that evaluates 4 domains of quality of life (QoL), namely Physical, Psychological, Social Relationships and Environment. This study aimed to evaluate the validity and reliability of the WHOQOL-BREF among Singapore residents aged 21 and above. Materials and Methods: We recruited participants from the general population by using multistage cluster sampling and participants from 2 hospitals by using convenience sampling. Participants completed either English, Chinese or Malay versions of the WHOQOL-BREF and the EuroQoL 5 Dimension 5 Levels (EQ-5D-5L) questionnaires. Confirmatory factor analysis, known-group validity, internal consistency (Cronbach’s alpha) and test-retest reliability using the intraclass correlation coefficient (ICC) were performed. Results: Data from 1316 participants were analysed (Chinese: 46.9%, Malay: 41.0% and Indian: 11.7%; 57.5% men, mean standard deviation [SD, range] age: 51.9 [15.68, 24 to 90] years); 154 participants took part in the retest in various languages (English: 60, Chinese: 49 and Malay: 45). Tucker-Lewis Index (TLI) was 0.919, 0.913 and 0.909 for the English, Chinese and Malay versions, respectively. Standardised root mean square residual (SRMR) was 0.067, 0.074 and 0.094, respectively. Cronbach’s alpha exceeded 0.7 and ICC exceeded 0.4 for all domains in all language versions. Conclusion: The WHOQOL-BREF is valid and reliable for assessing QoL in Singapore. Model fit is reasonable with room for improvement. Key words: Health-related quality of life, Linking values, Mapping functions, Patient-reported outcomes, Preference-based measures

Abstract The growing body of research on Chinese as an international (or “global”) language examines linguistic, psycholinguistic, social-psychological, and orthographic aspects of acquisition primarily. There has been relatively little critical discussion or analysis of the larger social context and discourses in which Chinese language education is embedded. However, recently sociocultural, discursive, and critical aspects of the teaching, learning, and use of Chinese as an additional language have begun to receive more attention. This study analyzes circulating discourses, ideologies, and tropes related to Chinese in news media, as one means by which information and perspectives are spread by media and by which public attitudes and policy decisions are (recursively) shaped or reproduced. To this end, a large sample of English-medium news reports of Chinese language education in three Anglophone countries was created and analyzed for the years 2004 to 2012. The findings revealed that reports dealing with Chinese education tended to fall into one of several major tropes, which we have roughly classified as “hope,” “hype,” and “fear,” distinctions that parallel existing models of cyclical or amplified media coverage of innovations or otherwise newsworthy events. The sociopolitically and socioeconomically motivated occurrence of these tropes in the media, combined with the novelty of the Chinese language itself, a historically less frequently taught language in comparison with various European languages, constituted a consistent and recurring narrative. Thus, the shifting representations of Chinese learning in the media tended to appear as corollaries or “side stories” servicing the needs of larger geopolitical events and perceived or desired changes in public sentiment. These trends and their significance are illustrated and discussed in relation to Global Chinese.

In the history of any national culture, issues relating to human relationships, such as love and friendship, have always been and still remain of paramount importance. Aspects and the peculiarities of such relationships have always been the cause of misunderstandings among people. The phenomenon of love is still not fully understood. Therefore, the article explores the conceptual aspect of the love notion in English, the means of its verbalization and its main components. The love concept, which is verbalized by the means of contemporary English, is defined as a certain abstract unit that reproduces the centuries-old experience of the people in the form of various notions about this feeling. Love as a complex phenomenon of various spheres of human life has a high status in many disciplines of different cycles, therefore the study of this notion is relevant not only in lexicology or linguistics, but also in philosophy, ethics, sociology, and other sciences. Various linguistic means for representation of love in English have been studied and the main components of this notion have been identified. The main components of the notion of love have been defined, the expression of the notion in psychological texts has been analyzed, and duality as a conceptual feature of love has been described. Verbalized ideas about the inner world of a person who is the bearer of a particular culture have been considered. The notion of love has been investigated precisely from the linguistic side, also because the culture of love in the European space is primarily a verbal culture, which is closely linked to its verbal expression. There is every reason to believe that love is understood as one of the main aspects of human life and is recognized as one of the primary factors in human relationships, which is reflected in the language conceptualization. Thus, the conducted analysis allowed to reveal the versatility and multi-component character of the notion of love in the English language.

In 2017, the Ministry of Education promulgated the General High School English Curriculum Standards (2017 Edition), which stressed the importance of affective factors in English learning. This study uses a combination of qualitative and quantitative research methods such as student questionnaires and interviews to explore the motivational function of affective factors and its negative influence upon English reading of 80 students with low English reading ability in a high school in Jiujiang. The results of the study show that reading anxiety is common among high school students, the internal motivation for English reading is weak and the external motivation is strong, the self-efficacy of reading is not clear and firm. The study further found that the great academic pressure and high school students’ self-awareness which are subject to external environment, language and other factors cause high school students’ anxiety, the international social environment and examination system have a large impact on high school student’ external motivation. In order to improve the English reading ability of high school students, this research tries to make corresponding suggestions for teachers, students and other aspects from the perspective of affective factors. As for the English teachers, they should set up diversified activities and increase the interest of teaching content in order to promote emotions with knowledge. As for the students, they should clarify their tasks to enhance learning motivation. The school should set up mental health courses and psychological counseling room and provide psychological training for teachers. Then, parents should try to communicate with students and learn to ask for help rather than paying too much attention to students’ performance.  

This paper traces the impact of Translation Method and the Direct Method on adult language learners in Pakistan. It points out the major emotional and psychological factors related to the medium of instruction in the class. It explores whether L1 use in the class negatively or positively impacts adult English language learners. Since it is a descriptive/quantitative study, a survey has been administered to the teachers and students. With the help of statistical data analysis, this research explores the impact of DM-GTM. The study highlights the current situation and gives food for thought to language learners, teachers,administrators, and policymakers to improve English language teaching/learning in Pakistani colleges and universities. The article opens the doors for future research on diverse aspects of the issue.

It is fundamentally essential for children to learn English from a young age in this rapidly globalizing world. English knowledge will help to open many opportunities for them in the future and it will be invaluable in their future careers. However, teaching English to children is not an easy job. But it is also not difficult, if we already know how to do it. Many teaching positions involve teaching children - a unique experience that is both challenging and fun. Compared to adults, children are more energetic, have shorter attention spans, and learn language according to specific stages of development; these present planning challenges for the teacher. The key to teaching English to children is to understand the principles of language acquisition and apply it in ways that keep children motivated to learn. Children's world is playing and imitating. The present paper deals with the following subjects: what are the principles of teaching English to children, what are the characteristics of a language teacher, why do we teach children a foreign language, teachers social and psychological preparation , the emotional and physical aspects of young learners , the teachers main roles in class , a review of TPR , and finally some practical tips and teaching techniques for beginner teachers of English language.

Speaking is a productive skill that can be directly observed by considering several aspects. It can trigger the students’ anxiety as a psychological factor to communicate foreign language with others. This case has become a unique phenomenon to be analysed because anxiety has a relevance with foreign language abilities. This study aims to evaluate the psychological factor influencing the students’ anxiety in speaking English by using a qualitative approach. The data were collected by using observations, open-ended questionnaires, and interviews. There were 17 students in the ninth-grade of junior high school in Brebes Regency participating in this research. Three major phases of data analysis, namely data reduction, display, and conclusion drawing established to analyse the data. The researchers found three factors triggering the students’ anxiety in speaking English, namely communication apprehension, test-anxiety, and fear of negative evaluation which were influenced by the situation-specific anxiety. The situation could represent an uncomfortable experience emotionally and physically for some students to speak English in the class. The students felt anxious, frustrated, fearful, nervous, worried when they were unable to speak English. It made the students afraid of making mistakes and like to underestimate their abilities so that this prevents them from doing verbal activities. Therefore, this research discusses waysreduce the specific psychological factors that cause students’ anxiety in speaking English. This result can be used as guidance in managing learning conditions, learning materials, and learning strategies to deal with students’ anxiety in learning English. The teacher can use this research as a reference for analyzing the students’ anxiety symptoms during learning English in order to increase the students’ motivation and confidence in speaking performance.

Taking measures against the coronavirus pandemic in 2020-2021 many universities all over the world had to transform their formal classes into distance or online courses. The article deals with the issues of online EFL and ESP teaching and the learning process in distance format under an instructor’s supervision. The research is based on the feedback data of the survey conducted for the Political Science students who were taking up the English language university course online in the 2020-2021 curriculum instead of formal classes. The aim of the research was to reveal the technical, psychological and behavioural aspects of English language distance learning in a virtual MS Teams classroom as well as to analyse the students’ self-assessment of the efficiency and results of the distance EFL course. Applying quantitative and qualitative data analyses together with the method of involved observation, the authors arrive at conclusions concerning the still existing technical problems preventing students from working effectively, the disruptive character of certain psychological and behavioural patterns in a virtual classroom, as well as discrepancies between the amount of effort students put into their work and their academic achievements. Study results show both the drawbacks of the distance online format compared to the traditional formal classroom and the possibilities of effective implementation of distance forms of education at some stages of the English language educational process or within particular modules of the curriculum.

Grammar is one of important aspects of a language that makes the language learnable and teachable. The teaching of grammar, especially foreign language grammar, needs a serious attention from the teachers and related institutions. Specifically in universities, the teaching of English grammar should provide the students with theoretical concepts of the English grammar and opportunity to use the concepts in their communication. The grammar teaching should also offers suitable assignments by which they may test their language hypothesis. To establish and develop the students’ knowledge about the English grammar, the use of students’ mother tongue as an instructional language in the classroom was considered effective. However, an experimental research conducted by Refnita (2006) showed that the use of Bahasa Indonesia as an instructional language of Grammar I subject was not more effective than the use of English. It is true that bahasa Indonesia is not the students’ mother tongues, but they have mastered it as almost perfectly as their mother tongues. That’s why in her research bahasa Indonesia was considered similar with the students’ mother tongues.The rejection of the proposed research hypothesis implied that pedagogical and psychological factors should be taken into account in the teaching-learning process because the success of learning English grammar does not solely depend upon the instructional language. Further analysis of the research result reflected that the students’ motivation and learning readiness even more determined the success of learning Grammar I. In relation with this phenomenon, the present article, which is based on and developed from the research result, will discuss further the pedagogical and psychological reflections of grammar teaching that need to be considered in the teaching-learning process of English grammar at universities in addition to the use of instructional language.

This article presents the outcome of a case study research which is particularly aimed at investigating dimensions of learner autonomy in EFL teaching-learning particularly in an English education program and situations under which learners learn autonomously. To collect the data, a questionnaire adapted from Murase (2009) was distributed to fourty first-year undergraduate students of a university in Bandung and interview was addressed to nine undergraduate learners. The findings showed that all dimensions of learner autonomy are found and each dimension is reflected in various degrees. The degree of technical and political dimensions of learner autonomy is in respect not as satisfactory as expected. However, the degree of learner autonomy in the psychological and socio-cultural dimension is high enough. There are four major aspects related to situations under which learners learn autonomously, including the subject matter, the lecturer, the time, and the challenging task. It is recommended for further research to investigate learner autonomy in a more specific context of class, for example learner autonomy in a speaking class, in order to get more in-depth data.

This article draws attention to the importance of English language speaking competence mastery for future software engineers; some arguments in support are being well-grounded. The author offers analysis of existing scientific works of different scientists, who faced similar pedagogical problems and summarizes their findings. The article has its purpose to study possible pedagogical ways to improve English learning results among this category of students, by analyzing psychological features of these students’ category and developing own pedagogical recommendations. With the purpose to raise effectiveness on the way to form professional English language speaking competence of future software engineers, some age peculiarities of these students are being analyzed. The possible ways to apply these findings in the learning process are being discussed. The author gives detailed analyses of psychological features and the outlook of the students, studies professional features of programmers. The author comes out with personally developed pedagogical ways to use some of characteristic features of these students’ category, each of which, having its positive side, can be applied in favour of the learning process. Some recommendations to be applied in the process of forming professional English language speaking competence of future software engineers are systematized in a table. Among them are: the wide use of schematically represented matters, the extended use of self-evaluation and interpersonal evaluation among students, the advice to involve students in a wider range of group activities, including games, projects etc., encourage students’ introspection, the necessity of getting students acquainted with some aspects of the theory of communication, among which are the secrets of effective communication, etc. The important task is to induce students to acquire a number of personal learning strategies and apply them in the process of mastering English language speaking competence.

This research is intended to increase space and time in learning English, where space and time for English is very difficult to find in Indonesia. Through Mobile applications, learning will be more exclusive so as to reduce psychological barriers and cut the gap between teachers and students. They will feel more confident in expressing their opinions. This lesson will also be more constructive, give each other feedback between students and students and lecturers with students. This research will begin with the observation process to determine the object and location of the research. The use of WhatsaApp in learning will be conducted outside the classroom by determining the regular schedule and consistently. Begin by creating a group of 5 students with low levels of English language skills. The feature to be used is voice comment/messaging. Speaking skills will be the focus of this research. The method to be used is a combination of quantitative and qualitative (Mixed Method). Observations and interviews as qualitative representations and measurements of audio / speaking duration represent quantitative. The results of the study indicate that the use of WhatsApp in supporting learning outside the classroom provides varied progress. The review is measured from several aspects, namely Gender, Duration, Personal Margin Duration, Total Duration and Overall Personal Average.

This study investigates the code-switching in people’s daily interaction in the outdoor parent-child reality TV show Where Are We Going, Dad? Season V from the socio-psycholinguistic perspective. The main purpose is to reveal how the social meanings of dialogues and identity construction enact in parents’ and their children’s daily interactions. Based on both quantitative and qualitative methods, this study analyzes daily conversations in different situations from three aspects, including speech accommodation, language attitude, and psychological motivation. The findings indicate that code-switching from Mandarin to English plays a more central role in the show. Moreover, code-switching used in the show is regarded as a language choice as well as a way to signify the speaker’s conscious shift of self-identity in a different situation. Language convergence denotes parents’ and their children’s adaptation to local environments and respect for local culture, meaning that speakers try to establish a common identity with the local people. Chinese and English code-switching has been associated with a shift between a soft one in Chinese and a forceful one in English, implying that there is a submissive self in Chinese and an authoritative self in English. The psychological motivation reveals the sense of belonging to the mother tongue and national identity of language users. Therefore, code-switching reveals complex ethnic identities, including the self as a show performer, cultural lover, father, or mother, which are consciously or unconsciously influenced by the speakers’ language repertoire, social background knowledge, and their intention of building ethnic identity.

The article analyzes some aspects of the influence of a teacher’s personality on the formation and development of students’ academic performance. The relevance of the study of personal qualities of a teacher as a guarantee of high-quality mastering of Professional English by medical students is justified in the article. On the background of this thematic area of theoretical and scientific concerns, our study tackles and develops specific aspects of the influence of the teaching skills on the quality of the content and objectives of Professional English language teaching in a medical institution of higher education. The article deals with the approaches of modern researchers to the professional activity of a teacher in a higher educational institution and presents a psychological perspective of the problem, taking into account the components of high-quality education. The involvement of the academics in the complex activities specific to higher medical educational process places the act of teaching Professional English among the defining priorities of meeting quality, national and international standards of academic medical education. As a defining activity aimed at the enhancement of the teachers’ competencies, teaching Professional English is a priority and decisive value across all the other disciplines which contribute to achieving the quality of higher medical education, being, in fact, the central intercultural core that provides substance, consistency and strength to the intercultural dimension of the academic medical education.

Purpose – The promotion of portfolios and portfolio-based assessment in the teaching of writing skills is not a novel approach at both secondary and tertiary levels. Apart from the interest on the writing process, portfolio is popular because of its role in enabling variation of writing forms. Interestingly, with portfolio assessment, students’ actual classroom performance is facilitated and assessed by the teacher, making it a student – centered assessment, which is advantageous in disclosing more useful and effective information for teachers and students. Apart from being advanced as an significant and beneficial tool in teaching as well as testing in English as a foreign language, portfolio is also seen as an alternative assessment tool that enables opportunities for authentic, active language learning, and evaluation of student progress. In addition, as formative assessment, portfolio assessment is also regarded as a type that promotes learner autonomy. The use of portfolio evaluation and the promotion of independent learning among English as a Second Language (ESL) tertiary students of various ethnicities will be discussed in this study.Methodology – Data was acquired from two students via face-to-face interviews for this pilot project. They were selected through purposeful, and homogeneous sampling. Sociocultural theory and a re-conceptualized conception of learner autonomy are the study's research parameters.Findings – While preparing and completing their portfolio-based assessment, these participants did experience or practise the three sub aspects (motivational, affective, and metacognitive) of this psychological element of autonomy.Significance – Portfolio evaluation allows students to exercise autonomous learning in its various psychological sub aspects, according to the findings of this study. The findings are hoped to aid both English as a Second Language (ESL) instructors and students in their efforts to better understand and improve the teaching and learning of writing skills through the usage of a writing portfolio.

<em>Due to globalization, intercultural competence becomes one of the prominent competences in English teaching. Unfortunately, the current condition, the COVID-19 pandemic happened may not lead the intercultural language teaching run as expected because it should be moved to an online setting. Through combining qualitative and quantitative research methods with questionnaires and interviews, this study aimed to unravel the teachers' competence and the challenges and opportunities of intercultural language teaching during the current situation. This study concluded that most of the teachers' intercultural competence was deemed moderate. Furthermore, some challenges found comprised the aspects of internet access and students' psychological aspect, such as attitudes toward intercultural language teaching and learning conducted in an online classroom. Meanwhile, the opportunities found comprised the aspect of language skills, attitudes, and the other supporting skill such as critical thinking development.</em>

The article considers the relevance and importance of the formation of sociocultural competence in modern educational practice. It is shown that in order to create a more tolerant and cultural oriented society, as well as successful socialization of young people, high-school’s foreign language teachers need to create a positive ethno-linguistic and ethno-psychological cultural atmosphere in the classroom, that leads young minds to tolerant and healthy behavior towards other cultures and nations, which is one of the most important aspects of education in the context of modern and comprehensive globalization. The formation of sociocultural competence as a component of the communicative competence of schoolchildren is considered and examples of its successful formation in high school with in-depth study of the English language are given.

This study attempts to add new empirical evidence on the psychological aspects of language learning. The research examined potential interactions among sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement in a single research design. To this end, 376 English as a foreign language (EFL) students at universities and private language institutes participated in the study. The conducted analyses revealed significant associations among the constructs. These findings are discussed from the perspective of current theory and research on the ways via which sustained flow, personal best, and buoyancy may contribute to language learning and how evaluation apprehension may dwindle language success. The implications and suggestions for future research are also discussed.

The article is devoted to the analysis of newly-coined lexical units, which have entered the English language during the period of COVID-19 pandemic. Special attention is paid to etymological, morphological and semantic peculiarities of «denotative» neologisms which have been coined to name new phenomena (quarantine, distant work and study, vac-cination, self-isolation, restrictions, imposed on moving in space and travelling, etc.). In addition, the paper contains the analysis of reasons for an extremely wide spreading of «denotative» neologisms, related to the COVID-19 pandemic in the modern English language, as well as their active acquisition by other national languages.Besides, the article investigates the peculiarities of lexical units which may be regarded as «connotative» neolo-gisms, or emotionally colored lexemes, belonging mainly to the colloquial style and expressing the speaker`s attitude to new phenomena. The research shows that neologisms, belonging to this group, may be associated with ironical naming of the pandemic, contain the evaluation of people`s habits, their behavior in the family, at work, in public places, as well as their conduct in the Internet during the pandemic. In addition, the article offers psychological argumentation, explaining a wide occurrence of emotionally colored «coronavirus» neologisms, possessing negative connotations.

The neurolinguistic programming (NLP) approach is being widely applied in learning. However, there are no review articles related to the application of NLP in language learning. This review aims to present a synthesis of literature on the effectiveness of NLP application in language learning in terms of methods, learning aspects, changes in language skills, and student learning psychology. An integrative review was conducted using five databases, namely, EBSCO, Wiley, ProQuest, ScienceDirect, and JSTOR. Keywords were used to search for and collect data in English related to language learning using the NLP approach published from 2011 to 2021. Based on the 15 articles reviewed, the visual, auditory, and kinesthetic (VAK) learning method is most often applied in language learning. Most teachers use NLP in language learning in speaking and writing skills. Applying the NLP method in language learning can improve students’ language skills and change students’ psychological learning in a positive direction

This article examines different aspects of the oralman students’ socio-linguistic adaptation. Scientific research has identified various obstacles oralmen face when studying at Universities in Kazakhstan, especially in the context of the English language studying process. The data used in this paper explores certain peculiarities of oralman students’ adaptation to new educational environments, their attitude towards English, and their difficulties in advancing in foreign language learning. The electronic questionnaires, which included the Likert scale, multiple choice and open-ended questions, were offered to 600 students, while interviews were conducted with 90 students in the last stage of the research. Descriptive statistics and one-way analysis of variance were used to analyze the data. The scientific findings indicated some unexpected difficulties in the oralman students’ socio-linguistic adaptation, which decreased their motivation for learning the foreign language and reduced effectiveness of the teaching. However, certain noticeable discrepancies between the anticipated and real educational context were revealed. The interview and data analysis made it possible to uncover cultural, linguistic, social, and psychological problems. The scientific research suggests that the incorporation of some integrative effective methods and techniques into English classes would be useful for improvement of the oralman students’ English language skills.

English learning as a foreign or second language is no more complicated process in modern era. In Pakistan, the young generation is trained with different aspects of life not only in academics but also in professional, social and in psychological domains. This study investigates the effects of teachers’ attitude on learning English as a foreign language. The study used survey questionnaire to find the effects of teachers’ attitude. Almost 106 participants volunteered for this study from three departments of one university of Pakistan. The gathered data was analyzed through SPSS version 20 to find percentage, mean score and SD. The study offered the most promising results based on teachers attitudes on learning English. The results revealed teachers’ caring attitude as significant factor related to the cognitive and communicative abilities of the students. Further, the results of this study indicated that the success of the class always depend on teachers’ behavior with the most effective impacts on learners’ social and academic success. Moreover, this study discusses the detailed information about teachers’ attitude on students’ language learning, classroom performance and future impact on language teaching and learning.