bluuebunny/crossref_metadata_2025_split huggingface dataset:
Towards a Teaching of French to English-speaking Learners by Cognate Comprehension
Authors: Robert Jean-Michel 
Published: December 2016

Abstract
Acquiring a foreign or a second language differs strongly according to the proximity of the target language and the mother tongue. In the case of distant languages, the learner tends to simplify the structure of his/her mother tongue and use semantax. On the other hand, the learner of a cognate language could consider the target language as a dialectal variant of his/her own mother tongue. The resulting adaptation would be an innate adaptation, a linguistic superposition. The didactic strategy would then consist in supervising this process of superposition and devising a teaching system based on 'cognate comprehension' of the closely related languages. Such a strategy could be used in the teaching of French to English-speaking learners, though English and French are not commonly considered closely related languages.
Islam and Learning English
Authors: Haggan Madeline 
Published: December 2016

Abstract
This paper focuses on the situation of undergraduates from a conservative Muslim society (Kuwait), who opt to major in English Language and Literature. Informal observations are reported that indicate that this might present a disturbing predicament since it requires of such students an appreciation of values and traditions which are contrary to those upheld in their religion and practised in their society. Since, it is argued, this could have an inhibiting effect on mastery of their subject, particularly on the language front, a detailed questionnaire was administered to a group of students from the Department of English Language and Literature, Kuwait University, to ascertain the extent of the problem. Responses showed a high degree of religiosity among the students and considerable unease regarding some of the material they had to read, in spite of a fairly exacting standard of censorship already applied by the teaching staff. The nature of what disturbs them is gone into in some de-tail as are the ways that students reportedly cope with this problem. Since distancing seems a very common strategy used to maintain psychological equilibrium, this would seem to have adverse effects on the most commonly stated aim of these students which was to perfect their language and it is suggested that the concept of the English degree in such an environment may need to be re-thought. Finally, the question is raised of what kind of individual places himself in such a conflict situation and remains there. A personality test showed that the students taking part in the study scored highly on certain personality variables which suggests that these students may be unconsciously self-selected from a certain personality type and this, in turn, may explain how they are able to operate both within their field of study and their socio-religious traditions.
A President, Speech Acts and Development in Nigeria
Authors: Ioratim-Uba Godwin Aondona 
Published: December 2016

Abstract
The discourse strategies and social implications of speech importantly overlap to govern our relationships in person versus person, group versus group, and person versus group capacities. We apply here Speech Act Theory to communicative interactions with respect to person versus group by discourse - analytically studying the utterances of a nation’s president to his fellow country men and women. Based on the extensions by GRICE (1975), VAN DIJK (1977) and LEECH (1989) of AUSTIN’S (1962) Speech Act Theory, we examine the promise by a Nigerian Military President to return the country to democratic rule and the extent to which he kept his word. The syntactic and semantic frameworks are combined with the pragmatic acts to bring out the strategy of the spoken discourse. Saying, in the view of the theory, is tantamount to doing. Consequently, utterances carry the social responsibility weight, and there is great honour in redeeming the social weight of utterances through commensurate action. Speech acts executed with the consideration of this obligation as well as sincerity of action in mind can lead to development. However, we find that the promise in the Nigerian President’s speech acts to return the country to democracy is not fuiflied. Considering the primacy of the spoken word in the political realm, which can affect development in many ways, this paper strongly recommends that public leaders should bridge the familiar opposition between promise and fulfilment.
Assimilation vs Translation of SL Lexical Items. Factors and Criteria.
Authors: Al-Qlnai Jamal B.S. 
Published: December 2016

Abstract
The paper is divided into three segments. First, it highlights the major factors that lead to the adoption of foreign lexicon. The second segment focuses on the criteria for identifying foreign words assimilated into Arabic. The study concludes with a survey of the factors that lead to alterations in the pronunciation and morphology of assimilated items.
Zu einigen Aspekten der deutsch-bulgarischen interkulturellen Kommunikation
Authors: Toplava Antoanita 
Published: December 2016

Zusammenfassung
Der Beitrag geht auf Unterschiede in der deutsch-bulgarischen interkulturellen Kommunikation ein, die durch eine Urnfrage ermittelt wurden. Deshalb fassen die festgestellten Unterschiede Eindrücke und Erfahrungen bulgarischer fortgeschrittener Deutschlernender zusammen. Sie beziehen sich auf Phänomene der verbalen und nichtverbalen Kommunikation, wobei die am häufigsten erwähnten Abweichungen den Gebrauch der Anreden an Frauen und der vertraulichen und höflichen Form betreffen.
Assessing Second Language Writing
Authors: Li Yili 
Published: December 2016

Abstract
This article examines the relationship between two kinds of methods used to assess the quality of second language writing : 1) objective computerised text analysis focusing on the linguistic features of written texts, and 2) subjective evaluation performed by human raters using a combination of holistic and analytical scoring procedures. In particular, it attempts to explore the potentials and possible limitations of using computerised programs as research tools in second language writing research.
The written sample consisted of a total of 132 short essays written b y ESL students enrolled in various academic programs at an American university. The first method used computerized programs to assess the written texts in terms of syntactic complexity, lexical complexity and grammatical accuracy, whereas in the second method, two ESL raters evaluated the same sample of texts by first assigning a holistic score to each piece of writing, then applying an analytical scheme to assess linguistic features at the syntactic, lexical and grammatical level as well as textual and rhetorical features at the discourse level. A series of correlation analyses were performed using the scores obtained from these two kinds of assessment procedures at the correspondent levels. The results show that a significant correlation was consistently found between these two kinds of scores at the level of grammatical accuracy, yet n o significant correlation was found in any of the other categories. The results also indicate a high level of internal consistency in t he computerized analysis.
Pauses and hesitation phenomena in second language production
Authors: Cenoz Jasone 
Published: December 2016

Abstract
This article focuses on the study of pauses in second language production by analysing the frequency of silent and filled pauses and their functions. It also examines the combination of pauses and other hesitation phenomena in second language production and it explores the relationship between pauses and language proficiency. The results confirm that pauses and hesitations are frequent phenomena in second language production and the individual variation in their occurrence. It was also found that pauses are often associated with other hesitation phenomena and that filled and silent pauses can have the same functions.
Spanish public Radio
Authors: Morales López Esperanza 
Published: December 2016

Abstract
The main hypothesis sustained in this paper maintains that language is not a mere reflection of external reality but that language also powerfully contributes to it constitution. In this sense, the analysis shows the different symbolic constructs the interviewer establishes in the presentation of the information in various headlines and interviews on the Spanish public radio; symbolic constructs that contribute to the fictionalization of the events. By employing these communicative practices the interviewer manages to activate a cognitive model that presents the Government as having been betrayed by some public people, and as the victim of a conspiracy by certain sectors of the private media and individual judges.
The interpretation of these symbolic practices shows that they contribute to the delegitimation of people involved in those matters. In addition, they constitute an indirect alliance with the thesis defended by the ruling political party on those issues. There is also evidence which indicates that the power exercised by this public media is aimed at manipulating the audience's cognitive representations.
Effects of Cultural Contextualization in Listening Materials on Motivation and Strategy Use
Authors: Kawai Yasushi 
Published: December 2016

Abstract
There are two fundamentally different views regarding which side of culture, i.e., target or base, foreign language learning materials should take. Approaches that emphasize the learner's assimilation into the target culture tend to advocate the use of learning materials which focus on the target side, while those that signify cross-cultural communication are inclined to emphasize the need for information-sending regarding the learner's own culture. From a constructivist perspective, content relevance of learning materials to the learner's existing knowledge is a key ingredient for intrinsic motivation. Acculturation theories, on the other hand, predict that those who are ready to be assimilated in the target culture will have more chance of success in foreign language learning, and therefore learning materials should focus on the target culture.
The author conducted a study investigating if the use of culture-bound proper nouns in materials for listening comprehension may influence the motivation towards foreign language learning, which could eventually make a difference in the use of general learning strategies. Japanese learners of English, subjects in this study, were divided into two groups : one which listened to listening materials using Japanese proper nouns such as Hanako, Sapporo, Judo, etc., and the other which listened to those using English counterparts such as Jane, Atlanta, basketball, etc. The other parts of the material were the same. Pre- and post-tests were conducted regarding motivation and strategy use before and after the ten-week-long listening practice.
The research results revealed that the expected tendency exists but that was not statistically significant. The researcher further investigated the effects of learning styles. The relationship among these variables is intricate, and foreign language learning appeared multidimensional. The results implies that learning materials do not have to reside on one-side of either base or target cultures. Further investigation is recommended to examine if other means of learning material personalization may affect motivation and strategy use.
Attitudes and Motivation of Turkish EFL Students towards Second Language Learning
Authors: Kiziltepe Z. 
Published: December 2016

This paper presents the results of a study of the influence of attitudes and motivation on the acquisition of English by Turkish students. It investigates the following factors : attitudes. towards the British and Americans; motivational intensity; interest in English and foreign languages in general; instrumental and integrative orientation; anxiety in English classes; family encouragement; the English teacher and course.
Results indicate that students are highly motivated instrumentally as well as integratively although a moderate interest in the-British and the American community and culture is reported. Respondents' motivational intensity is high, their attitudes towards learning English and languages in general are positive. They do not show anxiety in class and their families are very supportive. Results about their attitudes towards their English teachers and courses vary according to the school they attend. Implications for EFL/ESL classrooms are also discussed at the end of the paper.
The Role of Input in Second Language Acquisition
Authors: Işik Ali 
Published: December 2016

The present study investigates the combined effects of different amounts of comprehension-based and form-focused instruction on skill-based proficiency and knowledge of grammatical structures of beginner-level efl students. Specifically, the study addresses the following research questions : 1) Does a basically comprehension-based program of instruction supported by form-focused instruction help beginner-level efl learners improve/develop their listening, reading and writing abilities more than a basically form- focused program of instruction? 2) Does a basically form-focused program of instruction help beginner-level efl learners improve their knowledge of grammatical structures more than a basically comprehension-based program of instruction?
One experimental and one control group, each containing 20 lycee prep level Turkish efl students, participated in the study. The subjects in the experimental and control groups were randomly selected from among lycee prep classes in two different schools. The experimental group enrolled in a program of comprehension-based instruction supported by form- focused instruction; whereas, the control group enrolled in a basically form-focused program of instruction. Both the experimental and control groups had 29 hours of efl instruction per week for 36 weeks.
Different instruments were used to see the effects of these two different types of instruction on their reading, listening, writing skills and knowledge of grammatical structures. At the end of the fourth month, both groups were given the listening, reading and writing components of the Key English Test (ket) and the grammar component of the Oxford Placement Test. At the end of the eighth month, they were given the Preliminary English Test (pet) and another version of the grammar component of the Oxford Placement Test.
The results indicated that the program of comprehension-based efl instruction supported by form-focused instruction was more effective than a basically form-focused program of instruction in helping beginner-level students develop their listening, reading, and writing skills as well as their knowledge of grammatical structures.
Discourse and Culture of Learning Communication Challenges
Authors: Li Mingsheng 
Published: December 2016

It has been widely acknowledged in language acquisition research that cultural learning is an inseparable part of language learning. However, insufficient attention has been paid to the culture of classroom learning which involves both teachers' and learners' cultural values, beliefs, roles, expectations, and conceptions of teaching and learning. Communication challenges become obvious when teaching methodologies developed in one educational context are exported to another educational context.This paper reports on the findings from a case study conducted in 1997 in the People's Republic of China where pedagogical communication conflicts between English native speaking teachers and Chinese university English language majors became acute. The paper focuses on the problematic area - the discourse of participation that was highly valued, promulgated and practised by native speakers teaching English in China. It will point out some of the discrepancies between this discourse and the Chinese culture of learning. In transplanting Western educational models to Chinese classrooms, participants did not sufficiently acknowledge the cultural distance between these models and the Chinese local socio-cultural and educational realities. The discourse of participation was strongly resisted by Chinese students and teaching by native speakers often failed to achieve the desired results. In spite of the "good" intentions on the part of both native teachers and Chinese students, there existed a vast gulf in their perceptions of what constituted "good" teaching and learning, of what appropriate roles they were fitted in, and what they expected of each other. The paper argues that the gulf, the hidden source of the pedagogical communication problems, can be bridged through creating a cultural synergy in which common interests are to be found and shared, sources of problems identified, cultural differences understood and respected, and learning maximally enhanced.
Japanese EFL Learners' Sensitivity to Configurational Distinction in English Relativization
Authors: Ito Akihiro 
Published: December 2016

Abstract
The present study investigated what determined the difficulty of English relative clauses. Grammatical relation, configuration and thematic role in relative clause structures were selected as variables determining the English relative clause difficulty. The results indicated that Japanese learners of English were more sensitive to configurational distinction than grammatical relation distinction and thematic distinction. Based on the research results, the recent treatment of Noun Phrase Accessibility Hierarchy in second language acquisition re-search was criticized.
Adapting Data Gathering Methods to Multilingual and Multicultural Settings
Authors: Ioratim-Uba G.A. 
Published: December 2016

Abstract
African Multilingual nations are in dire need of empirical investigations, which will expose the real language situations, attitudes, and how all of these can be harnessed for development. This study attempts to show that a rich variety of research methods can serve this purpose. An illustration is carried out by adapting the matched guise to study language attitudes in Nigeria. The findings show that apart from working in a simple and direct way in Nigeria, the matched guise reveals subconsciously held language attitudes which the questionnaire or interview methods may not have shown. Descriptive statistics, and paired t-test results show significant p-values in favour of RP (as against the PNEP). It is recommended that new language attitude studies in Nigeria, and Africa as a whole, should enrich their findings through the increased use of the matched guise and other fresh methods. The attitude shown towards RP implies that it will continue to serve as a model for English pronunciation in Nigeria. PNEP will remain relevant in non formal domains of communication.
Identification des congénères
Authors: Theophanous Olga 
Published: December 2016

Résumé
Cet article traite de ridentification des congénères interlinguaux (mots dont la forme et le sémantisme sont identiques ou similaires dans deux ou plusieurs langues) par les apprenants d’une langue seconde/étrangère. Nous nous proposons d’examiner les facteurs susceptibles d’intervenir dans cette identification, soit en la facilitant, soit en y faisant obstacle. Nous distinguerons deux catégories de facteurs : a) ceux qui sont spécifiques aux apprenants; b) ceux qui sont spécifiques aux mots.
Variation and Text Structure
Authors: Holmes Richard 
Published: December 2016

Abstract
This paper is an attempt to use genre analysis to explore the sources of variation in the structure of texts produced within academic communities. The “move” structure of the Discussion Sections of 43 recent articles in agricultural economics journals sponsored by national professional associations in the United States, Canada, the United Kingdom, Australia and India was analyzed. The frequency and distribution of moves and the degree of structural complexity of these texts was examined. It was noted that these texts showed distinct preferences for certain moves although there was some variation within the subdiscipline. One noticeable feature was that texts from the Indian journal were much less complex that the others. It is suggested that variation in academic text structure reflects economic, social and cultural pressures and constraints and that competitive publishing situations lead to the elaboration of texts.
The challenge of unstated meaning
Authors: Tickoo Asha 
Published: December 2016

Abstract
This paper uses a schemata-theoretic conception of reading in an assessment of ESL reader recall of unstated levels of meaning in narrative prose. Schemata theory suggests that the skilled reader selects one of a finite number of text schemata to use in the decoding, retention and recall of a particular text, and it has been demonstrated that better knowledge of the schematic structure makes possible better recall. Here, reader recall of two types of unstated meaning in narrative prose is assessed for a group of advanced learners of ESL, who use Chinese as L1. Evidence is presented of poor recall of unstated meaning, concomitant with a lack of knowledge of the requisite schematic structure. It is therefore suggested that formal instruction on the requisite structure will enhance learner recall of unstated meaning.
On the Relationship between English Proficiency, Writing Ability, and the Use of Conjunctions in Iranian EFL Learners' Compositions
Authors: Reza Kiany G. , Khezri Nejad M. 
Published: December 2016

Abstract
The purpose of this research was to explore the relationship between English proficiency, writing ability, and the use of conjunctions in Iranian EFL learners' compositions. To this end, four research questions were formulated : (1) Is there any relationship between English proficiency of Iranian EFL learners and the extent to which they use particular groups of conjunctions (additive, adversative, causal, temporal)? (2) Is there any relationship between English proficiency of Iranian EFL learners and their writing ability? (3) Is there any relationship between writing ability of Iranian EFL learners and the use of conjunctions? (4) What is the relative importance of the four groups of conjunctions and English proficiency in predicting the writing ability?
The study involved 120 male and female English learners of Kish Language Institute studying at different levels: Elementary, Intermediate, and Advanced. Two data gathering devices were employed: a NELSON test compatible with English knowledge of the subjects (version 300-A), and two compositions. The topics assigned for the compositions were “Describe your city, Tehran” and “Describe your English teacher". The students wrote the first composition in a session along with taking NELSON and the second one after a two-week interval. In each examination, the subjects wrote a text including about 150 to 200 words.
The analyses included Correlation, ANOVA, Chi-square, and Multiple Regression to display the relationship between the above-mentioned variables. The results indicated taht the High group of proficiency has a significant superiority over the Mid and the Mid group over the Low one on the writing scores. The use of Chi-square analysis displayed which level of proficiency or which level of writing use which type(s) of conjuction more. Multiple regression, then, identified which variable(s) are more important or contribute more to writing scores.