Journal articles on the topic 'Youth and English speaking division'
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Zvarych, Iryna. "DEVELOPMENT OF ENGLISH LANGUAGE IN THE HISTORICAL DISCUSSION AND FORMATION OF GROUPS OF ENGLISH COUNTRIES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 15–18. http://dx.doi.org/10.17721/2415-3699.2018.7.04.
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The languages history development is a continuous, long and creative process, without sharp jumps or rapid transformations. Usually, a long period of the language development is divided into short parts of history periods, because in the study process of any language history, it is impossible to do without a such division. The periodization, which is offered by linguists, may seem artificial. And it’s quite obvious, because every period of language history development has its special qualitative features, usually the structure, which gives the right to explore a certain period of its historical development. Nowadays, the English language is taught in many countries of the world, as at the secondary school and also at Higher Learning Institutions, it has a priority in modern business relations. English is the international language today, it’s the most widespread in the world, it’s the native language for more than 400 million people and it’s the second language for 300 million. English is the language of commerce and business. English has a very important place as the language of diplomacy, trade and business in many countries. It’s the language of science and technology. Today all instructions and applications for new gadgets are written in English. Scientific reports, articles, reports are published in English. Moreover 90% of Internet resources are English-speaking. The vast majority of information in all spheres – science, sports, news, entertainment - is published in English. It’s the language of youth culture. There are a lot of American actors, actresses, musicians are still very popular today. The English language has one of the richest vocabulary stocks in the world with simple grammar. The words themselves are drawn to each other, forming concise and understandable sentences. This article deals with the patterns of the English language development in the historical and socio-cultural context, the improved approach to groups formation of the English-speaking countries.
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Лукьянченко and E. Lukyanchenko. "Metaphor in English-speaking youth communication." Modern Communication Studies 2, no. 3 (June 27, 2013): 25–27. http://dx.doi.org/10.12737/594.
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The article deals with the language of the modern English-speaking youth and noun incorporation as a trend in its development. Nominalizations with incorporated objects are on the whole neologisms to the English language. There are metaphorical or colloquial compounds among them. The author of this article pays special attention to the kind of nominalizations which are characterized by both features. The study of the material involves several example incorporated nouns included in the article for illustration purposes. The author makes conclusions concerning possible future changes in meaning of these lexical units and their further frequency of use. As the author generalizes, informal discourse enriches the language with new diverse forms of nomination and stimulates its further development.
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Portolés-Falomir, Laura. "Bilingual youth: Spanish in English-speaking societies." International Journal of Bilingual Education and Bilingualism 15, no. 1 (January 2012): 126–30. http://dx.doi.org/10.1080/13670050.2011.605993.
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Phaiboonnugulkij, Malinee, Rujira Srisupha, Mayuree Kanta, and Wijitporn Janpong. "English for Geotourism Speaking Achievement of the Youth Guides at Khorat Geopark Area in Nakhon Ratchasima via Language Instruction Innovation." Advances in Language and Literary Studies 12, no. 4 (August 31, 2021): 79. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.79.
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This study aims to compare the youth guides’ speaking scores before and after learning through English for Geotourism Instruction Innovation at Khorat Geopark Area in Nakhon Ratchasima, investigate the differences among their tasks’ mean scores and their speaking components. The sample group consists of 109 youth guides who are Grade 11 English-major students from, Mueang Nakhon Ratchasima, Sung Noen and Chaloem Phrakiat Districts. The instruments include lesson plans for English for Geotourism Youth Guides, Students Manual, English Instruction Innovation for Geotourism Communication at Khorat Geopark Area Nakhon Ratchasima, and Pre-post speaking tests for English for Geotourism Youth Guides. Paired-samples t-test, One-Way ANOVA, descriptive statistics including minimum, maximum, means and standard deviations are used in data analysis. Results showed that the youth guides had a significant difference between pre-and post-test scores at.00 level in English for Geotourism. They gained significantly higher post-test scores than that of the pre-test scores. A significant difference indicates that learning through English for Geotourism Instruction resulted in higher post-test tasks scores. The significant differences are also found in pre- and post-task scores and the speaking components’ scores at.00 level. These findings confirm that this language innovation instruction is an effective open learning resource that can facilitate self-regulated learning and languages used in English for Geotourism. The findings can be applied to construct language innovation instruction to exclusively develop speaking skill in other English for specific purposes field.
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Sansaluna, Saima, Lydia Bawa, Amour Camua, and Leonel Untong. "Senior High School Students’ Anxiety and Performance in Learning English." Advances in Social Sciences Research Journal 8, no. 4 (May 6, 2021): 605–12. http://dx.doi.org/10.14738/assrj.84.10018.
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This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study.
The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.
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Zakrimal, Zakrimal, Angel Purwanti, and Riki Mohamad Aziz. "Pembinaan How to Be Outstanding Master of Ceremony and Moderator di karang taruna Garuda perumahan Villa Hanglekir RW 05 Kelurahan Baloi Permai Kecamatan Batam Kota." PUAN INDONESIA 1, no. 2 (January 31, 2020): 59–64. http://dx.doi.org/10.37296/about.v1i2.13.
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English as a communication tool for people around the world because English is the International language. As a means of global communication, English must be actively mastered both oral and written. In this Community Service (PKM) Coaching Ability to speak in public (public speaking) is very important for teenagers or students so that in the future they are ready to face Batam as a free trade zone and MICE (Meeting, Incentive, Ceremonies, and Events). So that this Public Speaking training is very much needed by Karang Taruna Garuda so that Karang Taruna members can practice it in youth activities held in the housing complex. This training aims to increase the knowledge of Public Speaking and the ability of members of the youth to speak in public such as MC, Moderator in youth activities in the era of globalization and this MICE era..
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Nikolaschenko, Yu A. "ENGLISH BORROWINGS IN INTERNET COMMUNICATION OF GERMAN – SPEAKING YOUTH." Тrаnscarpathian Philological Studies, no. 16 (2021): 86–90. http://dx.doi.org/10.32782/tps2663-4880/2021.16.16.
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Chun, Elaine W. "Speaking like Asian immigrants." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 19, no. 1 (March 1, 2009): 17–38. http://dx.doi.org/10.1075/prag.19.1.02chu.
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This article explores the relationship between immigrant and non-immigrant Asian American youth identities and the use of language to manage this relationship. Focusing on everyday interactions at a high school in Texas, the analysis examines how fluent English-speaking Korean and Filipino American students draw on linguistic resources associated with Asian immigrants, thus attending to generational identity, an important, though often oversimplified, social dimension in transnational contexts. According to the present analysis, salient generational differences may exist between Asian American youth, yet their linguistic practices complicate simple binaries of opposition. Specifically, this article focuses on how fluent English-speaking students both accommodate toward and mock Asian immigrant speech and notes that these ostensibly divergent practices exhibit linguistic overlap. It is argued that the convergences and divergences of these practices can be productively examined by distinguishing between the levels of frame and ideology, thus explaining how speakers interpret Asian immigrant revoicings as accommodation, mocking, or, in some cases, an ambiguous linguistic act that hovers in between.
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Mantey, Dale S., Stephanie L. Clendennen, Felisa A. Ruiz, and Cheryl L. Perry. "Language Gap in Reach of “The Real Cost”: Examination of a Federal Mass Media Campaign From 2017 to 2019." Nicotine & Tobacco Research 23, no. 9 (March 29, 2021): 1602–6. http://dx.doi.org/10.1093/ntr/ntab054.
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Abstract Introduction Approximately 25% of youth in the United States speak a language other than English at home. These youth may have less exposure to English-speaking media, including public smoking prevention initiatives such as the FDA’s “The Real Cost” campaign. Research is needed to explore potential gaps in the reach of “The Real Cost” campaign among bilingual youth. Aims and Methods Data were pooled from the 2017–2019 National Youth Tobacco Surveys. Participants were n = 12 803 middle and high school students who were either: (1) susceptible never smokers; or (2) ever smokers that had smoked less than 100 cigarettes; these criteria reflect the FDA’s definition of “target population” for “The Real Cost” campaign. Multiple, logistic regression analyses examined the relationship between speaking a language other than English at home (ie, bilingual) and self-reported exposure to “The Real Cost” campaign among both samples. Analyses controlled for sex, race/ethnicity, grade level, tobacco marketing exposure, and current tobacco use. Results The majority (61.7%) of youth who met “target population” criteria self-reported exposure to “The Real Cost” from 2017 to 2019. Regression analyses found that youth who reported speaking a language other than English at home were significantly less likely to self-report exposure to “The Real Cost” campaign (adjusted odds ratio: 0.85; p < .001), adjusting for covariates. Conclusions Bilingual youth were significantly less likely to report exposure to “The Real Cost” campaign. Findings suggest the need to develop methods of increasing reach among bilingual youth, given the high smoking prevalence among these youth. Implications This study highlights a social and cultural gap in the reach of the FDA’s “The Real Cost” campaign. Agencies such as FDA should consider enhancing existing mass media campaigns to reach diverse communities, including the nearly 25% of youth who speak a language other than English.
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Adden Naseem, Sana Mehmood, Awais Ahmed Riaz Awan, and Alia Niazi. "Exploring the Perceptions of Undergraduate University Students about their English Speaking skills in Hazara Division." Panacea Journal of Linguistics & Literature 2, no. 2 (November 15, 2023): 39–50. http://dx.doi.org/10.59075/pjll.v2i2.275.
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This study aimed to investigate the perception of BS students about their English speaking skills. The study’s objectives were, to measure English language speaking skills of BS students in Universities of Hazara Division Pakistan and to find out possible reasons of weak speaking skills of English language of BS students in Universities of Hazara Division Pakistan. The population of the study comprised of all enrolled BS students in English Department of two selected universities, Abbottabad University of Science and Tchnology and COMSATS Abbottabad , Pakistan. Data was collected from 50 undergraduate students of English Department of both universities by using systematic sampling technique through a questionnaire consisted of 40 items. For data analysis, percentage and frequency technique were used as statistical techniques. Results revealed that University students generally display confidence in speaking English, expressing ideas clearly, and utilizing vocabulary, but face challenges in maintaining conversations and understanding diverse accents. Pronunciation and grammar skills are considered strong, yet fear of speaking and limited exposure hinder progress. Addressing language balance in classes, enhancing motivation, promoting idiomatic usage, and improving comprehension strategies are key areas requiring focused intervention for students to excel in English language proficiency. It was recommended that Encourage exposure to native speaker audio materials. students listen to improve pronunciation, educators can recommend and provide access to authentic audio resources like podcasts, interviews, and recordings. This exposure can help students develop accurate pronunciation and intonation to improve there language skills.
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Smith, Patriann, Jehanzeb Cheema, Alex Kumi-Yeboah, S. Joel Warrican, and Melissa L. Alleyne. "Language-based Differences in the Literacy Performance of Bidialectal Youth." Teachers College Record: The Voice of Scholarship in Education 120, no. 1 (January 2018): 1–36. http://dx.doi.org/10.1177/016146811812000105.
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Background/Context Standard English functions as a dominant language in the English-speaking Caribbean context despite the bidialectal, bilingual, and multilingual nature of countries. Notwithstanding, Caribbean non-Standard English-speaking students continue to be administered literacy assessments that do not take into account their nonstandardized English language use. This practice inadvertently reinforces assumptions that privilege Standard English as a language of assessment (Canagarajah, 2006b; Shohamy, 2006) and that devalue certain World Englishes (Canagarajah, 2006a) in academia. Purpose/Objective/Focus of Study In this study, we examined the way in which 3,184 15-year-old 9th and 10th grade Trinidadian bidialectal adolescent youth self-identified linguistically on the 2009 Programme for International Student Assessment (PISA) literacy assessment and explored their reading, math, and science literacy performance based on their self-identification as native English and non-native English speaking students. Population/Participants/Subjects The population included 3,184 15-year-old students, 52.3% (n = 1,666) of whom were girls and 47.7% (n = 1,518) of whom were boys. Of this population, 28.5% (n = 909) were in Grade 9 while the rest were in Grade 10 (n = 2,275); 89.7% (n = 2,856) were enrolled in public schools and 10.3% (n = 327) were enrolled in private schools; and across these groups, 97.3% (n = 3,098) identified English (i.e., Standard English) while 2.7% (n = 86) identified a language other than Standard English as their “native” language (i.e., non-Standard English). Research Design The statistical results in our study were based on secondary analysis of a survey-based nationally representative sample of 15-year-old students from Trinidad and Tobago. We used analysis of covariance in order to control for demographic differences and used hierarchical linear modeling to verify the robustness of our empirical findings. Findings The majority of students self-identified as [Standard] English speakers despite the predominant use of nonstandardized Englishes in their country. Findings showed large and significant differences between “self-identifying native” and “self-identifying non-native” speakers of English, with higher mean scores for the former group in all three assessed areas of literacy as measured in English. Self-identifying native English speakers performed significantly below the PISA 2009 OECD mean of 500 and refected a high degree of volatility in performance. These differences persisted even after controlling for important student demographic differences such as grade, gender, school type, and indicators of socioeconomic and cultural status. Conclusions/Recommendations The study serves to justify the need for closer attention to the pervasive role of colonialism in the dominance of Standard English in multilingual testing (Shohamy, 2006), highlights the need for attention to bidialectal students’ performativity in World Englishes that challenge normative Standard English literacy proficiency (Canagarajah, 2006a), and requires that assumptions steeped in colonialism that underlie Standard English literacy testing on the PISA international measure be revisited if bidialectal adolescent learners are to be accurately represented on these measures in much the same manner as their monolingual and Standard English speaking counterparts.
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Ajibade, Babson. "Speaking French, Seeing English: Cameroon's Youth Audience for Nigerian Videos." Review of Education, Pedagogy, and Cultural Studies 31, no. 4 (August 26, 2009): 409–25. http://dx.doi.org/10.1080/10714410903133038.
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Thanh Tu, Phung Thi, Duong Thu Trang, and Ta Thao Quyen. "DEVELOPING SPEAKING SKILLS FOR NON-ENGLISH MAJORS USING TIKTOK PLATFORM IN TEACHING ENGLISH." International Journal of Education Humanities and Social Science 07, no. 03 (2024): 212–23. http://dx.doi.org/10.54922/ijehss.2024.0708.
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In the current era, a large number of apps and software are used by a variety of language learners and they bring plenty of benefits to the learners in improving their language knowledge and as well as skills. TikTok is one of the apps that is widely used by most of the youth. Therefore, it is a popular app that students get familiar with and feel excited about using it to support their learning. By adopting a quantitative method with experimental design, this study aims to determine whether the use of TikTok in English language teaching should be used to enhance non-English majors’ speaking proficiency. Twenty non-English majors freshmen from a university in Vietnam participated in the study. The analysis of pre-test and post-test data reveals a statistically significant difference, with a p-value (Sig 2-Tailed) of <.001, indicating a significant improvement in speaking proficiency among students. Therefore, it can be understood that the TikTok platform can enhance students' speaking proficiency. Furthermore, survey data on the students’ opinions about the use of TikTok in teaching and learning speaking shows the positive effect of the use of TikTok for improving speaking skills. The students’ satisfaction and enthusiasm with the use of TikTok was determined to contribute to the effectiveness of the TikTok app which should be used widely in teaching and learning English speaking skills.
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Rodríguez González, Félix, and Anna-Brita Stenström. "Expressive devices in the language of English- and Spanish-speaking youth." Revista Alicantina de Estudios Ingleses, no. 24 (November 15, 2011): 235. http://dx.doi.org/10.14198/raei.2011.24.10.
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The aim of this paper is threefold: first, to introduce the topic of youth slang by giving an overview of its main characteristics; second, to show the different word-formation processes that slang has to make the speaker’s message more expressive; and third, to study the extent to which these two aspects are reflected in two corpora representing London and Madrid youth language. The present study is based, primarily, on an inventory of the top ten ‘proper’ and ‘dirty’ slang words in each language variety with particular emphasis on the speakers’ age and gender, and, secondarily, on the entire corpus data, which showed great agreement with the features outlined in the overview of the main characteristics of youth slang, while the most obvious word-formation mechanisms turned out to be related to change of form and change of meaning.
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Mukmin, Mukmin, Abdul Rabbi Arrasul, ST Marhana Rullu, Hardianti Hardianti, Yuliana Mangendre, and Titik Darmiasih. "BIMBINGAN ENGLISH CONVERSATION BAGI REMAJA DI DESA LONTOS, KECAMATAN LUWUK TIMUR KABUPATEN BANGGAI." EJOIN : Jurnal Pengabdian Masyarakat 1, no. 6 (June 23, 2023): 577–81. http://dx.doi.org/10.55681/ejoin.v1i6.1095.
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Learning English is an important part that must be learned by teenagers today. Developments in technology and science oblige them to master the international language. English is able to open job opportunities for teenagers. However, the condition of Lontos Village, East Luwuk District, Banggai Regency, has not been able to provide human resources that can meet their English learning needs. Therefore, one of the XXXIII KKN student programs in Lontos Village provided English Conversation guidance to the youth there. The purpose of this activity is to build interest in speaking and conversational skills as well as to increase the confidence of young people in Lontos Village, East Luwuk District, Banggai Regency in speaking English. The implementation method used is the approach to teenagers, lectures, practice and question and answer. The results of this activity show that there is an interest in Lontos village youth in English. They also show confidence in using English. So that the ability of teenagers in English conversation has been seen. It is hoped that they will continue to hone their English skills.
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Zamora-Kapoor, Anna, Adam Omidpanah, Evelyn Monico, Dedra Buchwald, Raymond Harris, and Nathalia Jimenez. "The Role of Language Use in Reports of Musculoskeletal Pain Among Hispanic and Non-Hispanic White Adolescents." Journal of Transcultural Nursing 28, no. 2 (July 9, 2016): 144–51. http://dx.doi.org/10.1177/1043659615623326.
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Objective:This study examined the role of English language use in the reported frequency of musculoskeletal pain among Hispanic and non-Hispanic White youth. Method: This is a secondary data analysis using a cross-sectional sample of 12,189 Hispanic and non-Hispanic White adolescents recruited for the National Longitudinal Study of Adolescent to Adult Health. Respondents were classified into three groups: (a) English-speaking non-Hispanic Whites, (b) English-speaking Hispanics, and (c) Spanish-speaking Hispanics. Results: After controlling for body mass index and demographic, socioeconomic, and behavioral variables, Spanish-speaking Hispanics reported the least frequent musculoskeletal pain ( OR = 0.415, 95% CI [0.361, 0.477]; p < .001), followed by English-speaking Hispanics ( OR = 0.773, 95% CI [0.690, 0.865]; p < .001). Conclusion: The experience of musculoskeletal pain is a physiological as well as a cultural phenomenon. Implications for Practice: Health care providers should consider the role of language use in reports of pain in Hispanic and non-Hispanic White adolescents.
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Bomberg, Eric M., Elise F. Palzer, Kyle D. Rudser, Aaron S. Kelly, Carolyn T. Bramante, Hilary K. Seligman, Favour Noni, and Claudia K. Fox. "Anti-obesity medication prescriptions by race/ethnicity and use of an interpreter in a pediatric weight management clinic." Therapeutic Advances in Endocrinology and Metabolism 13 (January 2022): 204201882210900. http://dx.doi.org/10.1177/20420188221090009.
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Background: Race/ethnicity and low English proficiency healthcare disparities are well established in the United States. We sought to determine if there are race/ethnicity differences in anti-obesity medication (AOM) prescription rates among youth with severe obesity treated in a pediatric weight management clinic and if, among youth from non-primary English speaking families, there are differences in prescriptions between those using interpreters during visits versus not. Methods: We reviewed electronic health records of 2- to 18-year-olds with severe obesity seen from 2012 to 2021. Race/ethnicity was self-report, and AOMs included topiramate, stimulants (e.g. phentermine, lisdexamfetamine), naltrexone (±bupropion), glucagon-like peptide-1 agonists, and orlistat. We used general linear regression models with log-link to compare incidence rate ratios (IRRs) within the first 1 and 3 years of being followed, controlling for age, percent of the 95th BMI percentile (%BMIp95), number of obesity-related comorbidities (e.g. insulin resistance, hypertension), median household income, and interpreter use. We repeated similar analyses among youth from non-primary English speaking families, comparing those using interpreters versus not. Results: 1,725 youth (mean age 11.5 years; %BMIp95 142%; 53% non-Hispanic White, 20% Hispanic/Latino, 16% non-Hispanic black; 6% used interpreters) were seen, of which 15% were prescribed AOMs within 1 year. The IRR for prescriptions was lower among Hispanic/Latino compared to non-Hispanic White youth at one (IRR 0.70; CI: 0.49–1.00; p = 0.047) but not 3 years. No other statistically significant differences by race/ethnicity were found. Among non-primary English speaking families, the IRR for prescriptions was higher at 1 year (IRR 2.49; CI: 1.32–4.70; p = 0.005) in those using interpreters versus not. Conclusions: Among youth seen in a pediatric weight management clinic, AOM prescription incidence rates were lower in Hispanics/Latinos compared to non-Hispanic Whites. Interpreter use was associated with higher prescription incidence rates among non-primary English speakers. Interventions to achieve equity in AOM prescriptions may help mitigate disparities in pediatric obesity.
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Matsumoto, Kazuko. "A restudy of postcolonial Palau after two decades." Journal of Asian Pacific Communication 30, no. 1-2 (June 30, 2020): 34–59. http://dx.doi.org/10.1075/japc.00044.mat.
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Abstract This paper reports results from a reinvestigation of multilingualism in postcolonial Palau, conducted twenty years after the first study. The first-ever ethnographic language survey conducted in 1997–1998 highlighted the diglossic nature of Palau where English replaced Japanese as the ‘high’ language, while indigenous Palauan remained as the ‘low’ spoken language. It indicated three possible future scenarios: (a) shift from multilingualism to bilingualism after the older Japanese-speaking generation passes away; (b) stability of diglossia with a clear social division between an English-speaking elite and a predominantly Palauan-speaking non-elite; (c) movement towards an English-speaking nation with Palauan being abandoned. The restudy conducted in 2017–2018 provides real-time evidence to assess the direction and progress of change, whilst the ethnographic analysis of recent changes in language policies and the linguistic analysis of teenagers’ narratives reveal the unpopularity of Palauan as a written language and the emergence of their own variety of English.
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Rana, Md Sohel. "Spoken English Deficiency among the Intermediate Pupils in Rangpur Division of Bangladesh." American Journal of Interdisciplinary Research and Innovation 1, no. 3 (November 19, 2022): 11–16. http://dx.doi.org/10.54536/ajiri.v1i3.920.
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Language capability stands for a learner’s competence to use a language spontaneously and subconsciously in different situations. Skill on spoken English is extensively significant for any type of communication and correspondence. The need of spoken English is indefinable in the fields of refined education process both at home and abroad, better career opening, smart business, global communication, information and technology and better survival. It’s a deliberate process to steep capableness of English language into learners since their pre-primary tutoring to undergraduate echelon. It’s apparent in the course and syllabus of Intermediate stratum in Bangladesh that the sole emphasis has been put only on reading and writing whilst listening and speaking proficiency are remaining dark, whereas speaking skill is indispensible for transnational communication, advanced study at home and abroad, professional and business purpose, operating information and communication technology, pursuing better career etc. In this regard, lack of provocation to learn and exercise, unconstructive tutoring outfit, testing strategy excepting spoken predicated outgrowths along with marks distribution and paucity of experienced instructors in English and so on are the crucial deficits behind this problem. It’s a study targeting at assessing the spoken capability of the 12 class pupils in Rangpur Division of Bangladesh. This qualitative inquest work took place in the month of April 2022 and June 2022. The 100 informants were selected right away. Out of 100 interviewees, 50 were from urban and 50 were from rural intermediate standing institutions of 8 Districts in Rangpur Division of Bangladesh. A Spoken Test on free speech for the pupils was carried out by the author. Their speaking perfection was tested through content analysis to evoke data. The result focused that the replier made desultory errors in great number on fluency, vocabulary, information, sequence of tenses, sub-verb agreement, applicability and treatment of words, use of preposition, intonation and pronunciation. As per data compilation, it was noticed that deficits made in the process were almost on part of the rural participants. In addition, phobia in speaking English and irrelevancy were two peculiar limitations among the pupils hailing from rural background institutions.
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Simon-Jones, Lindsey Marie. "Neighbor Hob and neighbor Lob." English Text Construction 6, no. 1 (April 5, 2013): 40–59. http://dx.doi.org/10.1075/etc.6.1.03sim.
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Drawing on scholars like Paula Blank, Janette Dillon and Tim Machan, this article argues that, in the Tudor university and court plays of Shakespeare’s youth, the stigmatization of non-standard, dialect speakers demonstrates a cultural renegotiation of the contemporary linguistic climate. By defining the English language and the English people not against a foreign Other, but rather against the domestic, servile, and dialect-speaking Other, sixteenth-century playwrights demonstrated the threat of non-standard speaking and advocated the standardization of language through education while effecting cultural change through negative reinforcement. Keywords: Tudor drama; interludes; history of English language; dialect; university grammarians
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Palupi, Risqi Ekanti Ayuningtyas, Lusi Ruspitasari, and Siti Asiyah. "INSTRUCTORS’ STRATEGIES OF SMAGA ENGLISH CLUB (SEC) IN MOTIVATING STUDENTS IN LEARNING SPEAKING AT SMA N 3 PONOROGO IN THE ACADEMIC YEAR OF 2018/2019." At-Tarbawi: Jurnal Kajian Kependidikan Islam 4, no. 1 (June 30, 2019): 26. http://dx.doi.org/10.22515/attarbawi.v4i1.1605.
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This research aimed at investigating the Strategy used by Instructors of SEC (SMAGA English Club) 2018.Teaching English Speaking at Student of EFL is the most difficult thing for the Instructors. Language teaching strategies should be fun and enjoyable because learning language will be easier by using a good method and strategy that help language learners easier to understand. Every student will have different character in understanding a material. Therefore, Instructors have to facilitate them as good as possible.The Instructors strategy will influence to language learners understanding. In conducting the research, the researcher used descriptive qualitative research. observation, interview and documentation were the data collection technique. After data has been collected, the researcher analysed the data. The researcher took step of it started from reducing the data, display the data and the last drawing conclusion. This research took subjects of two Instructors of SMAGA English Club of SMAN 3 of Ponorogo the SEC consist of two divisions, general division and competition division. The data were collected from the observation, interview and documentation that organized based on research problems. Then researcher described the result.The results of that data were analysed to understand what the instructors’ strategy in motivating student’s speaking is. The researcher found that the student of SMAN 3 of Ponorogo have a good motivation in learning speaking and the strategy is used by two instructors are socio affective strategy and cognitive strategy. When applying socio affective strategy instructor used same games, the games are scrabble, tongue twister, who am I? and command games. Instructors also apply cognitive strategies by practice and repetition. In addition, the results of their strategy are for the general division they are getting better in speaking and for the competition division the student got some achievements that reach in some competition.By this research researcher suggested for instructors, students and other researcher. Instructors have to use appropriate strategy in teaching. Students have to more understand about speaking skill by instructor’s strategy. For other researcher can use the result of the research as the references for further research with different discussion domain of instructor’s teaching.
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Zanazanian, Paul. "Un outil narratif pour une meilleure intégration de la minorité anglophone du Québec dans l’enseignement de l’histoire." Didactica Historica 3, no. 1 (2017): 63–69. http://dx.doi.org/10.33055/didacticahistorica.2017.003.01.63.
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his article explores the idea of a narrative tool designed to help make room for Québec’s English-speaking minority in the teaching of school history. Based on a conceptualization of historical consciousness and its links to the notion of schematic narrative templates, the tool functions as a springboard for helping English speaking youth develop personal narratives of belonging in well informed and well reasoned ways for the purposes of integrating and vitalizing the community. Empirical data on community leaders’ historical memories help frame the contours of this schematic-like template.
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Ovcharenko, Elena F. "Canadian Journalism: Two Centuries of Missed Opportunities (1608–1806)." Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 30, no. 1 (2024): 33–42. http://dx.doi.org/10.15826/izv1.2024.30.1.003.
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The article analyzes how the events of the distant communication past affect the current information situation in the country based on the specific material of the two-century formation of a Canadian journalism. Under French rule, there were no printing houses and no press in Canada. Under the British regime, newspapers finally appeared, but English became the official language of the colony with a French-speaking population, and periodicals involuntarily, contrary to the proclamation of George III, chose “unofficial bilingualism”. However, the division of Canada by the political decision of the new metropolis into French-speaking and English-speaking ones in 1791 left its mark on all the subsequent development of journalism in the country: today two separate media systems continue to coexistt.
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Carhill, Avary, Carola Suárez-Orozco, and Mariela Páez. "Explaining English Language Proficiency Among Adolescent Immigrant Students." American Educational Research Journal 45, no. 4 (December 2008): 1155–79. http://dx.doi.org/10.3102/0002831208321443.
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This study aims to increase understanding of factors that account for academic English language proficiency in a sample of 274 adolescent first-generation immigrant students from China, the Dominican Republic, Haiti, Central America, and Mexico. Previous research has shown the importance of English language proficiency in predicting academic achievement measured by GPA and achievement tests. The present study describes the academic English language proficiency of immigrant youth after, on average, 7 years in the United States and models factors that contribute to variation. Findings show that although differences in individual student characteristics partially explain variation in English language proficiency, the schools that immigrant youth attended are also important. The amount of time that students spent speaking English in informal social situations is predictive of English language proficiency. These findings demonstrate that social context factors directly affect language learning among adolescent immigrant youth and suggest a crucial role for school and peer interventions.
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CEDEC, CEDEC. "Article 2 from Series of 5: Empowering African-Canadian Career Excellence." International Journal of Community Development and Management Studies 3 (2019): 131–55. http://dx.doi.org/10.31355/52.
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NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The African-Canadian Career Excellence (ACCE) initiative was developed to address the loss of highly-educated, English-speaking Black youth from the Greater Montreal Area (Quebec, Canada) facing issues of unemployment and underemployment. Background........................................................................................................................................................................................................ The ACCE initiative partners – African and Caribbean Synergic inter-organizational Network of Canada (ACSioN Network), Black Community Resource Center (BCRC) and Community Economic Development and Employability Corporation (CEDEC) – worked to mitigate the exodus of educated Black youth through building their professional capacities to attain meaningful, sustainable local employment; encouraging their contribution to Quebec’s vitality, and assisting employers to diversify their workforce. Methodology....................................................................................................................................................................................................... The Black undergraduate students of African descent who were surveyed were English-speaking youth from the Greater Montreal Area; these included Canadian citizens, landed immigrants and temporary and permanent residents. Survey respondents will be referred to as Black African undergraduate students for the remainder of this article. In the 2011-2012 academic year, Black African undergraduate students from five Montreal post-secondary institutions were surveyed. On-campus promotion and in-person solicitation resulted in a non-random convenience sample of 92 individuals. Data from the 34 categorical and open-ended questions in an English-language online survey were analysed using SurveyMonkey, Microsoft Excel and SPSS. Contribution........................................................................................................................................................................................................ Montreal's English-speaking Black African undergraduate students represent an under-documented demographic in migration studies, specifically in terms of career plans, workplace skills, career path, employment resource awareness and discrimination. This portrait highlights the experience and career expectations of Montreal Black African undergraduate youth and is relevant within the contexts of Black history, community development, skills and career development, education and employment. Findings.............................................................................................................................................................................................................. These results suggest that English-speaking Black African undergraduates expected to follow an appropriate career path in their desired field by attaining meaningful and sustainable local employment commensurate with their skills. Many of these youth were not able to access the same career opportunities as their peers, and therefore left before fully participating in Quebec’s economy. Recommendation for Practitioner................................................................................................................................................................... This article suggests that businesses seeking to diversify their workforce can collaborate with public institutions and civil society organizations to better prepare and integrate Montreal’s skilled Black African youth. It is suggested that career-advancement training focus on addressing job security and skills gap concerns, in addition to awareness of discrimination in the workplace and strategies for identifying and redressing the situation. Recommendation for Researcher.................................................................................................................................................................... Future research could be conducted within the same Montreal population to compare the findings a decade later. Subsequent outreach to targeted employers might reveal progress and additional recommendations in diversifying their workplace. Impact on Society.............................................................................................................................................................................................. Collaboration among public institutions, private businesses and civil society organizations can lead to increased integration of Black African youth into the labor market.
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Sharpe, Jacqueline A. "36.1 LESBIAN, GAY, BISEXUAL, AND TRANSGENDER YOUTH IN THE ENGLISH-SPEAKING CARIBBEAN." Journal of the American Academy of Child & Adolescent Psychiatry 55, no. 10 (October 2016): S55. http://dx.doi.org/10.1016/j.jaac.2016.07.652.
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Gailomazova, Elena S. "Semantic and functional peculiarities of English-speaking youth slang on the internet." Humanities and Social Sciences 96, no. 1 (February 28, 2023): 67–71. http://dx.doi.org/10.18522/2070-1403-2023-96-1-67-71.
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Sirisrimangkorn, Lawarn, and Jitpanat Suwanthep. "The Effects of Integrated Drama-Based Role Play and Student Teams Achievement Division (STAD) on Students’ Speaking Skills and Affective Involvement." Scenario: A Journal of Performative Teaching, Learning, Research VII, no. 2 (July 1, 2013): 64–78. http://dx.doi.org/10.33178/scenario.7.2.5.
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The study investigates the pedagogical use of integrated drama-based role play and Student Teams Achievement Division (STAD) cooperative learning, and its effects on the first year non-English majors’ speaking skills, motivation, and self-esteem. The study was conducted over an academic semester in a basic English class in a northeastern university in Thailand with two separate groups, with a quasi-experimental design. The participants in this study were 80 non-native undergraduate students whose major was not English. Over the 16 weeks of the study, both groups of students studied English with the same learning content; however, only the experimental group was introduced to drama-based role play and STAD, with blended-learning instruction, while the control group continued using the course book role plays with regular group work activities and classroom instruction. Both quantitative (t-test) and qualitative (content analysis) methods were used to analyze the results of the study. The results of the quantitative and qualitative analysis showed the effectiveness of drama-based role play combined with STAD on students’ speaking skills, motivation, and self-esteem in the experimental group. The study concludes with recommendations for the integration of the blended drama-based and cooperative learning to improve students’ English speaking skills and affective involvement.
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Anwari, Ahmad. "Investigating the Causes and Negative Effects of English Language Speaking Anxiety: A Case Study among EFL Learners at Kandahar University." American International Journal of Education and Linguistics Research 2, no. 2 (May 23, 2019): 10–21. http://dx.doi.org/10.46545/aijelr.v2i2.77.
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The present study has been conducted to investigate the causes of English language speaking anxiety among EFL learners at Kandahar University. Furthermore, the second goal of the study to investigate the negative effects of speaking anxiety. This study uses a quantitative research approach. Similarly, the questionnaire had two parts the first part had comprised 14 items and the second part 7 items and applied randomly. Besides, the data analyzing was performed in SPSS (version, 24) and bring out the mean and standard division. Finally, the findings revealed those factors which caused EFL learners to feel anxiety during English speaking and numbered as follow: (1) I feel fear of making pronunciation mistakes, (2) I am afraid that my classmates will laugh at me when I speak English. (3) I feel worried during Performing communication orally. In addition, the following factors are the negative effects of anxiety on learners: (1) Anxiety limits my speaking fluency, (2) Anxiety causes me to become under pressure during presentation and (3) Anxiety decreases my oral performance and self-confidence.
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Palpanadan, Sarala Thulasi, and Iqbal Ahmad. "Practising Online Approach via Skype Activities to Develop Speaking Skills among Malaysian Undergraduates." Asia Proceedings of Social Sciences 8, no. 2 (June 11, 2021): 98–101. http://dx.doi.org/10.31580/apss.v8i2.1902.
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Speaking skill pedagogy has always remained as a huge enigma for English as a Second Language (ESL) educators. Despite the challenge, the need to master the skills prevail in academia. The undergraduates especially those from the technical division seem to grapple with the ability to perform well in their studies and market products upon employment due to the inability to communicate well in English. Nowadays, there are numerous platforms available for ESL learners to improve their speaking proficiency. Thus, this paper intended to study the effectiveness of using Skype activities via online approach to help students enhance their confidence in speaking in English. Reflective journals were collected from 100 undergraduates who enrolled in an English course in a public university. Besides, 10 undergraduates were randomly selected to participate in a semi-structured interview. Thematic analysis was conducted using Transana software where four main themes emerged: account possession; familiarity; challenges; and features. It was found that many participants were aware of Skype but did not have the account prior to the study. Majority of the participants admitted that Skype activities helped them to converse better which enhanced their motivation to speak in English more confidently and fluently.
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Palpanadan, Sarala Thulasi, Iqbal Ahmad, and Tamil Selvan A/L Subramaniam. "Malaysian Undergraduates’ Perceptions of Online Approach via Skype in Developing Speaking Skills." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 18 (September 20, 2021): 168. http://dx.doi.org/10.3991/ijim.v15i18.24543.
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Speaking skill pedagogy has always remained a huge enigma for English as a Second Language (ESL) educators. Despite the challenges, the need to master the skills prevail in academia. The undergraduates especially those from the technical division seem to grapple with the ability to perform well in their studies and market their products upon employment due to the inability to communicate well in English. Nowadays, there are numerous platforms available for ESL learners to improve their speaking proficiency. Thus, this paper intended to study the effectiveness of using Skype as an online platform to help students enhance their confidence in speaking in English. 100 reflective journals of first year undergraduates who enrolled in an English course were collected. Meanwhile, 10 undergraduates were randomly selected to participate in the semi-structured interview. All the participants’ reflections and views were analyzed and thematized using Transana software. Four main themes emerged: account possession; familiarity; challenges; and features. It was found that many participants were aware of Skype but did not have the account prior to the study. Majority of the participants admitted that Skype activities helped them to converse better which enhanced their motivation to speak in English more confidently and fluently.
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Yenkimaleki, Mahmood. "Explicit teaching of segmentals versus suprasegmentals in developing speaking skills by interpreter trainees." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 17, no. 2 (December 3, 2019): 249–68. http://dx.doi.org/10.1075/forum.18007.yen.
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Abstract The present study investigates the effect of explicit teaching of segmentals and suprasegmentals in developing speaking skills for Farsi-English interpreter trainees. Three groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level at the University of Applied Sciences in Tehran, Iran. Participants were assigned to groups at random, but with equal division between genders (7 female and 7 male students in each group). No significant differences in English language skills (TOEFL scores) could be established between the groups prior to the experiment. Participants took a pretest of speaking skills before starting the program. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, and discussed issues in the movies in pairs in the classroom. The first experimental group spent part of the time on theoretical explanation of, and practical exercises with, English suprasegmentals. The second experimental group spent part of the time on theoretical explanation of, and practical exercises with, English segmentals. The total instruction time was the same for all three groups, i.e. 12 hours. Students then took a posttest in speaking skills. The results show that the explicit teaching of suprasegmentals significantly improved the students’ speaking skills more than that of the other groups. These results have pedagogical implications for curriculum designers, interpreting programs for training future interpreters, material producers and all who are involved in language study and pedagogy.
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Jagun, Anita. "The Influence of the English Language on the Polish Youth Speak." Respectus Philologicus, no. 44 (49) (October 12, 2023): 120–29. http://dx.doi.org/10.15388/respectus.2023.44.49.113.
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The aim of the following article is to discuss the impact of the English language on Polish youth speak. First, the paper demonstrates databases that can be useful while analyzing the language of contemporary Polish teenagers. Next, it presents the English-origin lexical units that were classified to the final stage of the Polish Youth Word of the Year 2022 plebiscite. Finally, it highlights the similarities and differences between the use of a specific term in Polish and English. The results of the study show that the English-speaking culture has an enormous impact on how Polish teenagers communicate and perceive reality. Twelve of twenty lexical units selected in the plebiscite can be linked to the English language. Some of them loosely refer to English expressions or sounds. Many words are directly transferred from slang. They often originate from the world of computer games or social media. In today’s day and age, common access to the Internet makes them well-known in various parts of the world.
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Bryzh, Kateryna, and Veronika Makarova. "The Role of English Proficiency in the Adaptation of Ukrainian Immigrant Children and Youth in Saskatchewan, Canada." East/West: Journal of Ukrainian Studies 8, no. 2 (October 18, 2021): 193–233. http://dx.doi.org/10.21226/ewjus557.
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This article reports the results of a small-scale study examining the role of English language proficiency in the adaptation of Ukrainian immigrant children and youth to life in Saskatchewan, Canada. The main objective of the study was to describe issues related to English as a Second Language (ESL) proficiency as they are perceived by Ukrainian children and youth and by their parents. The second objective of the study was to explore the following factors in the adaptation process: age, gender, duration of stay in Canada, age upon arrival in Canada, ESL class attendance, school type (English as the language of instruction or bilingual), and level of English proficiency. A total of 60 participants (30 children/youth and 30 parents) took part in the study. The methodology (mixed quantitative/qualitative) involved semi-structured interviews with the children/youth participants, an evaluation of their ESL proficiency, and a questionnaire survey of parents’ views on ESL-related adaptation difficulties experienced by children/youth. The results demonstrated that most Ukrainian immigrant children/youth reported that limited English proficiency was a major problem for them when they moved to Canada. The results of the study suggest that the difficulties experienced by a child who immigrates to Canada depend on the child’s ESL speaking proficiency, general ESL proficiency, duration of stay in Canada, and age upon arrival in Canada.
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Satriani, Satriani, and Muhammad Hasbi. "IMPROVING ENGLISH SPEAKING SKILLS IN DAILY CONVERSION FOR YOUTH IN THE TEMPE DISTRICT." Jurnal Abdimas Indonesia 1, no. 4 (December 31, 2021): 110–16. http://dx.doi.org/10.53769/jai.v1i4.152.
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The Wajo Regency administration is currently concerned about the development of tourism attractions; tourist attractions are being refurbished and renovated in order to attract tourists from within and beyond the Regency, as well as the local government expecting tourists. tourism enhancement program must be complemented by an increase in human resources, particularly in the field of English, because regional advancement continues to increase, as evidenced by improvements in the city of Sengkang in terms of better structuring specific tourist sites. Human resource development can take the form of English classes in addition to building a responsible workforce and developing regional potential (becoming a tourist guide), as well as encouraging adolescents to participate actively in government tourism programs.
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Satriani, Satriani, and Muhammad Hasbi. "ENGLISH TRAINING WITH DRILLS AND REPETITION FOR SIMPURSIA VILLAGE CORAL CADETS." Jurnal Abdimas Indonesia 1, no. 4 (December 31, 2021): 63–69. http://dx.doi.org/10.53769/jai.v1i4.147.
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The service team provides solutions based on the results of an analysis of the situation and problems faced by partners to increase opportunities for youth members to be immediately accepted to work after completing their education at vocational high schools. In terms of the solution's form, namely training and mentoring for youth members to practice spoken English using the drilling and repetition method, the results obtained at the end of this service were: (1) positive and enthusiastic response from members of the youth organization; (2) increased awareness of the importance of spoken English proficiency; (3) willingness to take risks in order to participate; (4) increased spoken English vocabulary, grammar, and pronunciation; (5) greater access to recorded voices of foreign speakers; and (6) more opportunities to practice speaking English in dynamic and enjoyable (but not monotonous) settings. (7) the availability of foreign speakers' voices in the form of mp3 recordings; (8) in their spare time, members of the youth organization are encouraged to listen to foreign speakers' voices, imitate them, and practice independently; and (9) after the training and mentoring is completed, the future availability of online sites for accessing and downloading learning media files.
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Parra, María Luisa. "Review of Potowski & Rothman (2011): Bilingual Youth: Spanish in English-speaking societies." Spanish in Context 10, no. 3 (November 29, 2013): 444–50. http://dx.doi.org/10.1075/sic.10.3.07mar.
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McAllister, Ian. "Speaking the language: Language maintenance and English proficiency among immigrant youth in Australia*." Ethnic and Racial Studies 9, no. 1 (January 1986): 24–42. http://dx.doi.org/10.1080/01419870.1986.9993513.
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Manggolo, Noor Sahid Kusuma Hadi, Dwitiya Ari Nugrahaeni, Afi Normawati, and Nurul Ngaini Khusniyati. "SVR (Self-Video Recording) Technique to Enhance Self-Confidence in English Speaking Proficiency." Metathesis: Journal of English Language, Literature, and Teaching 7, no. 2 (November 18, 2023): 161–73. http://dx.doi.org/10.31002/metathesis.v7i2.1124.
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This explanatory sequential mixed-method study tackles the English language proficiency challenge faced by non-English major students, emphasizing the critical role of the college phase in shaping the pre-professional skills of Indonesian youth. It aims to assess whether the Self-Video Recording (SVR) technique can boost the self-confidence of them when speaking English. The research directly assesses first-year students at Universitas Tidar. The primary focus is on evaluating SVR's positive impact on self-assurance in English communication. Based on the data compiled, there is a consistent trend in the responses from students who participated in both the questionnaire and the interview. Out of the 65 students, it was reported that their confidence levels increased after undergoing the interventions carried out by the research team. This indicates that the majority of students who reacted positively to the role-play exercises and the implementation of the SVR technique to enhance their confidence in speaking English are likely the same group of students. Hence, it is plausible to consider that the research participants who observed only a slight improvement cannot be solely attributed to external factors but may also be influenced by internal factors, such as a lack of interest in speaking English and other related considerations.
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Rubaeah, Siti, and Muhammad Andriana Gaffar. "Implementation of The Student Team Achievement Division (STAD) to Develop Student Skills in Explaining Orally Natural Phenomena." JIIP - Jurnal Ilmiah Ilmu Pendidikan 6, no. 8 (August 1, 2023): 5687–97. http://dx.doi.org/10.54371/jiip.v6i8.2560.
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According to Melian O.H & Solihat M.R (2019), speaking is an essential skill in English, where speakers can express ideas, opinions, responses, and information. Problems that arise in learning to speak during a pandemic. These problems include more time for students to practice speaking, lack of communication, and lack of cooperation between other students. This study uses a qualitative method. The approach used is classroom action research. To collect data, researchers used observation, field notes, and interviews. This research was conducted in two stages, namely, cycle one and cycle two. This research was conducted at Mekar Arum High School. The research participants were students of class XI IPS-2, totalling 31 students. Based on the research results, researchers can conclude that implementing the Student Team Achievement Division (STAD) can be used as one of the methods of learning speaking skills. This can be proven by findings that show the development of students' speaking activities. Based on research on students' opinions about the application of STAD, students like this learning method. Students gave positive answers and said that the presentation activities in this learning method gave them public speaking training and trained their confidence in public speaking.
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Prassetyo, Sidarta, Triubaida Maya Ardianti, Lutfi Ashar Mauludin, Annysa Endriastuti, Celya Intan Kharisma Putri, and Angkita Wasito Kirana. "ENGLISH-FOR-TOURISM TRAINING TO IMPROVE THE ENGLISH CAPABILITY OF TOURISM WORKERS AND BUSINESS OWNERS IN THE DEPARTMENT OF TOURISM, CULTURE, YOUTH, AND SPORTS OF BLITARREGENCY." Darmabakti Cendekia: Journal of Community Service and Engagements 5, no. 1 (June 1, 2023): 46–54. http://dx.doi.org/10.20473/dc.v5.i1.2023.46-54.
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English plays a vital role in the tourism field since it supports tourism workers and business owners to provide excellent services. Numerous tourism destinations in Indonesia including the ones in Blitar Regency have become the center of attention for foreign tourists. Located in Blitar, East Java, Kampung Coklat and Karanganyar Coffee Plantation have also been continuously preparing their workers and business owners to provide efficient services for both domestic and foreign visitors. In accordance with providing excellent services to foreign tourists, tourism workers and business owners are expected to have good English mastery. Objectives: This community service aims to provide a support for the tourism workers and business owners under the supervision of the Department of Tourism, Culture, Youth, and Sports and the Department of Tourism Promotion of Blitar Regency in terms of improving their English mastery, especially their communication skills in English. Methods: The activity was carried out in three stages, namely two material sessions, speaking activities, and feedback. Results: This activity gave the participants an opportunity to practice serving a customer in English. Even though it was quite challenging for some of the participants, they felt encouraged to actively participate in the speaking activities and get familiar with expressions used in tourism and hospitality services. Conclusion: The supervision and training sessions in speaking English was very enlightening for the participants to improve their English mastery in tourism services. It needs a continuation to provide greater impact to the targeted participants.
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Lobachova, Iryna. "COMMUNICATIVE FUNCTION OF FOREIGN LANGUAGE BORROWINGS IN THE MODERN YOUTH SPEECH." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 150–53. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-150-153.
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The article clarifies the place of anglicisms in the Ukrainian language, identifies the functional features of English borrowings in youth communication. Anglicisms function organically in the modern lexical system of the Ukrainian language. They both freely entered various spheres of public life, and the speech of young people, who react quickly to foreign language innovations, actively using them in their communication. The main characteristic of young people’s speech is using slang, jargon and anglicisms, which leads to the simplification of the language of communication. It is found out that the existence of anglicisms in the modern Ukrainian language is a response to external circumstances: the growing importance of English for future career prospects, improving personal skills, the establishment of international relations of Ukraine with foreign English-speaking countries, popularization of Western culture, way of life, views, etc. It is singled out the groups of English borrowings, which allow to join the understanding of certain realities of a foreign language environment: direct borrowings, derivatives, exoticisms, foreign exclamations, composites, etc. It is found out that the reasons for borrowing anglicisms in the Ukrainian language are the need to name new objects, concepts and phenomena; the lack of appropriate name; the need to specify the meaning of the word; time challenge; the need to convey due to anglicisms ambiguous descriptive inversions, etc. The functional goal of anglicisms is determined: the name of a completely new subject, reality or concept that arose outside the Ukrainian-speaking world; replacement of words already available in the language. Anglicisms in youth communication have a special stylistic functionality and are represented by different stylistic language units that can be used for different purposes, mainly to achieve the effect of novelty, color transfer and language simplification.
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Miller, Fayneese, My Do, and Jason Sperber. "An Examination of Social Adaptation Processes of Vietnamese Adolescents." Ethnic Studies Review 20, no. 1 (January 1, 1997): 59–78. http://dx.doi.org/10.1525/esr.1997.20.1.59.
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The purpose of the study was to examine the factors that affect the ways in which Vietnamese youth feel about themselves and their “place” in society. More specifically, the purpose was to determine the relationship between sociocultural factors (L e. language proficiency, length of residence, socioeconomic class, ethnic identity, and cultural continuity) and such person-oriented variables as depression and alienation. Thrity-one college and fifteen high school students responded to a series of questions about themselves, family, relationships, personality, and achievement motivation. It was found that perceived problems with one's ethnic group, cultural continuity, and parental attitudes toward schooling significantly predicted depression. Degree of attachment to one's ethnic community, English speaking and writing abilities, and outlets for derpession tended to predict future outlook or feelings of hope versus alienation. Several variables were highly predictive of acculturation. Some of those variables are native language ability, English speaking and writing ability, outlets for depression, and perceived problems with one's ethnic group. Implications of the findings for Vietnamese youth and future directions are discussed.
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Sheshukova, Svetlana, Svetlana Lapitskaja, and Elena Proudchenko. "On the Analysis of Youth Slang as one of the Subsystems of Modern Russian and English Languages." SHS Web of Conferences 69 (2019): 00090. http://dx.doi.org/10.1051/shsconf/20196900090.
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Slang is an essential element of culture. Learning a foreign language is inextricably linked with the study of the culture of native speakers. Teaching slang, idiomatic expressions and phrasal verbs in foreign language classes contributes to the students' vocabulary, understanding informal speech patterns found in media texts and everyday communication with native speakers, developing speaking and listening skills. As a rule, at a foreign language class, students improve their listening, reading, speaking and writing skills through various study materials. Even with these skills, you can fail to communicate with native speakers, read magazines, watch television programmes and travel to foreign countries. The paper discusses the possibility of teaching slang, idiomatic expressions and phrasal verbs in a foreign language class at a technical university. To substantiate the need to study slang, idiomatic expressions and phrasal verbs, the authors attempted to find out how the youth slang is formed and the reasons for its functioning. Youth slang in modern Russian and English languages has been compared and analyzed.
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Yunita, Mirna, Yuneva Yuneva, Fevi Wira Citra, Elva Utami, Warsa Sugandi, Zairin Zairin, and Muhammad Alfi. "Pelatihan Bahasa Inggris dan Pengelolaan Mangrove untuk Pemberdayaan Karang Taruna dalam Pengembangan Objek Wisata Mangrove." Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat 3, no. 2 (December 30, 2021): 41. http://dx.doi.org/10.32663/abdihaz.v3i2.1890.
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Training of English Language and Mangrove Management for Youth Empowerment in Mangrove Tourism Object Development
Karang taruna is a youth organization in a village. This community service program was aimed to train Karang Taruna member in Sumber Jaya Village, Kota Bengkulu speaking English which can be used to guide foreign tourists and and to educate them about mangroves and its management for ecotourism activities. The activity was carried out in three stages: 1) the preparation; 2) the planning; 3) the implementation stage. In the third stage, an evaluation was carried out through the practice of speaking English and distributing questionnaires about English language skills and knowledge about mangroves. After the service activities were carried out, the results showed that the participants: 1) 100% understood how to greet and introduce in English; 2) 90% could explain the information about interest place in English; 3) 90% could ask and answer in English; 4) 100% could explain about tourism object in English; 5) 100% could explain about the rules of travel in English; 6) 100% could answer about tourism object; 7) 100% could convey likes and dislikes; 8) 100% could hosting; 9) 90% could explain how to make organic fertilizers; 10) 90% could explain the making of handicrafts; 11) 100% understood the function, potential and types of mangrove forests; 12) 90% knew the tourism management based on mangrove conservation; 13) 90% understood maintenance and improvement of mangrove quality; 14) 100% understood management through tourism diversification; 15) 90% understood mangrove tourism infrastructure; 16) 100% understood the potential of mangroves that can be processed into souvenirs. The results of the service can be concluded that the Karang Taruna members have understood about English language technique specifically to tour guide and had an understanding of mangroves.
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Bhatti, Humera, Namra Munir, and Shamim. "Role of Socio-cultural Factors to Improve English Language Skills at Secondary School Level in Multan Division." Global Sociological Review VIII, no. I (March 30, 2023): 97–109. http://dx.doi.org/10.31703/gsr.2023(viii-i).08.
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English is taught in secondary schools in various countries, often as a required or recommended topic. Students need to want to learn the language. There are many reasons students should learn English, and schools can use these to encourage their pupils. The study's primary goal is to identify the contribution of cultural elements to the development of secondary school students' proficiency in English. It was an exercise in purely descriptive research. In order to get a representative sample of the population, the researchers adopted a multistage sampling strategy. The statistical methods of the mean score, standard deviation, and t-test were applied to the gathered data. In conclusion, secondary school students in Multan would greatly benefit from more exposure to different cultures to better their English language command. Young people's English proficiency can be fostered by creating English-speaking environments, cultural awareness, parent involvement, peer interaction, and student motivation.
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Budden, Michael C., Aristides R. Baraya, Connie B. Budden, and Johana Valero. "Assessing Leadership And Entrepreneurial Capabilities In A Latin American Youth Program." International Journal of Management & Information Systems (IJMIS) 17, no. 4 (September 29, 2013): 201. http://dx.doi.org/10.19030/ijmis.v17i4.8095.
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PEGE has now ended its third year. PEGE, a program that encourages students to become contributing members of Society upon graduation from high school instills in participants the tools, techniques and mindset of an entrepreneur. The program initially implemented in an English speaking school located in Bogot, Colombia is beginning to spread to other schools. Students in the program have evaluated the program and its impact and are uniformly satisfied with the program and recognize its value.
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DeCoursey, C. A., Pavel Petkov, and Nadya Cherneva. "Appraising English-Speaking International University Student Attitudes towards Their Elite Second-Language Education and Status." English Language and Literature Studies 7, no. 2 (May 30, 2017): 85. http://dx.doi.org/10.5539/ells.v7n2p85.
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About a third of the global population learns English as a second language (L2). L2 students routinely read English literature. Many L2 readers are members of cultures with painful colonial pasts. The English language functions in part to support western cultural and economic domination. L2 students have a complex identity, as members of their own culture, but also as elites having options in the global economy. This study used content analysis, content clusters and Appraisal analysis to explore how three cultural groups with colonial histories responded to an English-language translation of a Bulgarian poem about an elite, L2-educated character in a colonial situation. Results suggest that bilingual youth do not see themselves as elite, and that authentic literature in translation helps them perceive status and positionality.
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Grass, Tatyana Petrovna. "THE ROLE OF BUSINESS IN YOUTH ENTERPRISE CULTURE FORMATION IN DEVELOPED ENGLISH SPEAKING COUNTRIES." Sovremennye issledovaniya sotsialnykh problem, no. 4 (August 7, 2015): 134. http://dx.doi.org/10.12731/2218-7405-2015-4-14.
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Lutz, A. "Spanish Maintenance among English-Speaking Latino Youth: The Role of Individual and Social Characteristics." Social Forces 84, no. 3 (March 1, 2006): 1417–33. http://dx.doi.org/10.1353/sof.2006.0057.
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