ethanporcaro/eric-fulltext-meta huggingface dataset:
Inner Alienation: Diasporic Consciousness in Kamila Shamsie's &quot;Salt and Saffron&quot;
Author: Riaz, Humaira
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Authors,Fiction,Literary Devices,Alienation,Cultural Differences,Cross Cultural Studies,Immigrants,Place of Residence,Fear

The purpose of this study is to investigate the &quot;diasporic consciousness&quot; of the fictional characters, incorporated in selected work of Pakistani expatriate writer Kamila Shamsie through the portrayal of cross-cultural differences. This study attempts to unravel the inner-alienation that sustains through specific discourses and events occurring in the lives of the expatriate fictional characters represented in &quot;Salt and Saffron&quot; (2000). The composite term used for this study is &quot;diasporic consciousness&quot; that refers to a specific kind of awareness dominant among the contemporary transnational communities. It is also said to possess a dual nature. More specifically, it is defined in relationship to the memories of the homeland. It emphasizes on describing a myriad of experiences showing a particular state of mind and most prominently a sense of identity. Shamsie's &quot;Salt and Saffron&quot; portrays the cross-cultural differences between Karachi and New York, and explores an irrational fear of place in which the characters initially find themselves trapped in.
International Students' Linguistic Awareness of Malaysian English and Its Impact on Intercultural Communication Effectiveness
Author: Khojastehrad, Shadi
Date: 2015-10-00
Type: Journal Articles
Subjects: Metalinguistics,English (Second Language),Second Language Learning,Foreign Countries,Foreign Students,Intercultural Communication,Focus Groups,Familiarity,Information Technology,Global Approach,Language Variation,Student Surveys,Student Attitudes,Misconceptions,Graduate Students,Undergraduate Students,Student Characteristics,Mixed Methods Research,Likert Scales

With the rapid development of communication and transportation technology, globalization has brought people of diverse cultures, ethnicities, geographies, and religions together. English is now the primary lingua franca, which is used to communicate with speakers of different native languages throughout the world. However, today the world is faced with the rapid emergence of many new Englishes with their own specific features and markers. Thus, learning only standard British and American English and lack of familiarity with the other English language varieties causes misperception, negative attitude, and communication failure with the speakers of those certain varieties. The present research is aimed at exploring how much international students are aware of Malaysian English and whether the level of their linguistic awareness affects their intercultural communication effectiveness with Malaysians. The data was collected from a survey administered to 372 international students who were studying at three selected public and private universities in Malaysia. Three focus group discussions followed up the survey to triangulate the quantitative findings. The findings suggest that a majority of the students appear to be moderately communicating ineffectively with Malaysians, and their lack of familiarity with Malaysian English makes them to perceive it as a wrong deviated form of English. The results also reveal that the respondents' misperception of Malaysian English influences their intercultural communication effectiveness negatively.
Language Needs Analysis of Iranian Undergraduate Students of Computer Engineering: A Study of Reading Skill
Author: Fard-Kashani, Alireza
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Computer Science Education,Engineering,Computer Software,Reading Skills,Teacher Attitudes,College Faculty,Student Attitudes,Questionnaires,Participant Observation,Statistical Analysis,English for Academic Purposes,English (Second Language),Language Proficiency

The current study aimed at diagnosing the language needs of Iranian undergraduate students of computer engineering in order to find out whether there is any significant difference in perceptions between the students and their ESAP (English for Specific Academic Purpose) teachers, concerning their Reading skill needs. To conduct the intended research study, both qualitative and quantitative approaches were taken. The quantitative approach included the use of self-assessment, and two questionnaires, and the qualitative approach included participant observation. The questionnaires were adapted from Atai and Shoja (2009), and were distributed among 500 undergraduate students of computer engineering and 30 ESAP teachers who were chosen randomly through cluster sampling method from thirteen universities. Mann-Whitney U-test results showed that there was a significant difference between perceptions of the students and their teachers about their Reading skill needs and &quot;Reading&quot; was mentioned as one of the most difficult skills for the students. Moreover, it was found that the majority of students suffered from low level of General English Language Proficiency, and also &quot;low motivation&quot; and the &quot;character&quot; of teachers were found to be important factors affecting students' learning.
Learning Strategies of the Arab EFL Learners: Finding Correlation with Outcomes
Author: Al-Ahdal, Arif Ahmed Mohammed Hassan
Date: 2015-10-00
Type: Journal Articles
Subjects: Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Teacher Role,Metacognition,Class Activities,Questionnaires,Interviews,Student Attitudes,Language Teachers,Teacher Attitudes,Foreign Countries,Outcomes of Education,Measures (Individuals),Correlation,Classification

Socio-psychological research and findings into learner differences led to the emergence of learner strategies research in the last century. With major contributions from the emerging field of Linguistics in the mid 1970s, language learning strategies began to receive considerable attention. It is worth noting that the primary concern of most of the studies on language learning strategies has been the identification of the characteristic of good language learners and what it is that they do to learn a second language! The focus of this study, consequently, is the teaching of language learning strategies to facilitate better learning. It aims at differentiating the strategies of good language learners from those of poor language learners. The hypothesis is this would enable language teachers to propagate the successful strategies to ensure better learning outcomes: A major factor for socio-economic development in KSA. It analyses the strategies used by Saudi students in learning English as a foreign language. Further, it brings out the teacher's role in raising the students' awareness of different strategies, educating the teachers in the use of these strategies, and training them to assimilate these into regular classroom activities. Instruments used include a questionnaire administered to the students and interviews with the teachers.
Linguistic and Cognitive Characteristics of the Composition of the Text of J. K. Rowling's English Tales
Author: Solodova, Elena
Date: 2015-10-00
Type: Journal Articles
Subjects: English Literature,Literary Criticism,Literary Styles,Literary Devices,Text Structure,Story Grammar,Componential Analysis,Novels,Foreign Countries

This article focuses on linguistic and cognitive characteristics inherent in the composition of the English postmodern tales written by J.K. Rowling. The composition of the text is viewed as linguistic and cognitive construal that integrates compositional plot structure, compositional meaning structure, linguistic and stylistic means of their actualization in the text. The content of the text is organized as a specific configuration of compositional plot blocks reflecting similar topics of textual situations. The coherence and cohesion of compositional plot blocks are provided by the compositional devices which perform text building and text forming functions. Compositional meaning structure is revealed via reconstruction of the conceptual metaphoric and metonymic schemas embodied in compositional plot blocks. The key meaning is represented by the megametaphor LIFE IS THE CHOICE OF A PATH, which in the text unfolds into a number of conceptual metaphors and metonymies. The peculiarities of representation of compositional plot structure and compositional meaning structure are explained through the analysis of corresponding linguistic and stylistic means and types of narration.
Literature Society and Culture in Education Childhood Literature History
Author: Conforti, Emilia
Date: 2015-10-00
Type: Journal Articles
Subjects: Childrens Literature,Case Studies,Cultural Differences,Moral Values,Childrens Rights,Didacticism,English Literature,Gender Differences,Educational History,Children,Foreign Countries

This essay takes issue with earlier critical work arguing early British children's literature functions to construct middle class subjectivites. Using the John Newbery Medal as a case study, this essay examines the prizing of children's literature and its cultural discontents. The author uses a third-person limited omniscient point of view to demonstrate the necessity of perspective and sympathy for moral growth. Children's rights have become a significant field of study during the past decades.
Mature Taiwanese Writers' Development of Writing and Voices between Different Academic Environments
Author: Yeh, Shu-Fen
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Second Language Learning,English (Second Language),Writing (Composition),Academic Discourse,Qualitative Research,Study Abroad,Writing Skills,Critical Thinking,Foreign Students,Writing Across the Curriculum

The present study explores four L2 mature writers' development of writing and voices in English between different academic environments, and seeks to create more meaningful grounds for teaching academic ESL writing in the U.S. and college writing in Taiwan. The approach of this study is influenced by Hirvela and Belcher's (2001) reading of terms they define as voicist--in other words, terms that refer to voices and identities. Qualitative research methodology is adequate for this exploratory study because of its capacity to gain in-depth and interpretive understanding of the composing process that second language writers employ in different contexts. The study results have highlighted some of the major challenges of academic writing Taiwanese L2 writers encounter when studying abroad at graduate level. One of the salient problems is inadequate academic writing skills, and the sub-problem is a failure to express ideas with a strong individual voice and to position themselves appropriately in their texts (e.g. having a narrow scope of positioning themselves, applying limited linguistic features to position themselves and lacking confidence to express their ideas and to position themselves in texts). As a result, they face great challenges in the Western educational system, but with their development of academic writing skills, voice, critical thinking through academic writing practices, L2 writers can overcome the challenges and become successful writers which can in turn lead to successful academic careers and publishing.
Reading Test-Taking Strategies in General Training IELTS
Author: Nosrati, Vahede
Date: 2015-10-00
Type: Journal Articles
Subjects: Reading Tests,English (Second Language),Language Tests,Second Language Learning,Second Language Instruction,Test Preparation,Prereading Experience,Reading Strategies,Protocol Analysis,Qualitative Research,Reading Comprehension,Foreign Countries,Adult Students

The significance of gaining a better understanding of how test-taking strategies are used has been recognized by researchers. Considering this fact, this study aimed at investigating the test-taking strategies which were employed by IELTS candidates in reading comprehension test. Besides, it tried to take into account the differences among strategies used for different tasks. In order to gather data, two instruments were employed: the think-aloud protocol, and an IELTS reading test. The obtained data were analyzed and interpreted qualitatively by the researcher. The findings indicated that candidates employed 15 different strategies which were categorized in 3 stages, pre-reading, reading, and post-reading stages. Furthermore, it was revealed that test-takers used certain strategies differently, depending on the type of the task. The findings provide a better understanding of strategy use among IELTS candidates and help teachers to improve their approaches toward teaching and learning goals.
Teacher Evaluation as a Tool for Professional Development: A Case of Saudi Arabia
Author: Hakim, Badia Muntazir
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Evaluation,Evaluation Methods,Case Studies,English (Second Language),Second Language Instruction,College Students,College Faculty,Academic Achievement,Surveys,Teacher Attitudes,Teacher Effectiveness,Females

This study reports on the use of teacher evaluation and appraisal process as a tool for professional development. A group of 30 teachers from seven different nationalities with diverse qualifications and teaching experiences participated in this case study at the English Language Institute (ELI) at King Abdulaziz University (KAU), Saudi Arabia. All participants were given two surveys (one online and the other paper-based) including several statements based on a Likert scale in order to investigate the extent to which they were aware of the teacher observation and evaluation processes at their institution. The level of student achievement was also considered as an integral component of the teacher evaluation as well as evidence for the teacher performance. Analysis of the data indicated that the participants held different opinions on the current evaluation and appraisal process at ELI. The teachers also expressed their viewpoints on the student success and failure as the key indicators of the teacher performance level.
Edward Albee's &quot;The Zoo Story&quot;: Echo/es of Contemporary Subversive Culture
Author: Nabi, Naqibun
Date: 2016-02-00
Type: Journal Articles
Subjects: United States History,Sociocultural Patterns,Social Behavior,Behavior Standards,Political Attitudes,Sex Role,Gender Differences,Mass Media,Religious Factors,Social Attitudes,Sexuality,Fiction,Drama

The post-world war II American social and cultural setting was ambiguously featured with enforced conformity in the name of prosperity and Americanization of the nation. Despite of this fact, American writers, especially, dramatists conveyed their message against this fixation through variety and intellectuality. Edward Albee's &quot;The Zoo Story&quot; is one of those literary assets which dedicatedly cut through the illusions of contemporary American social and cultural ethos. Here, his characters are seen struggling constantly with their insecurities and existential angst in the society. He presents America, the so-called &quot;Land of Free and Home of Braves&quot; (note 1), in such a portrayal that unveils the traps of cages and confinement underneath. The target of this paper is to trace Edward Albee's heightened awareness about the postwar American socio-cultural reality evident in &quot;The Zoo Story.&quot; It also looks for the voice in which the text echoes out the anti-communist, materialistic, gender-coded boundaries, coupled with paradoxical media representations, religious bordering and how Albee challenges these issues with an anti-establishment tone.
Textbook Evaluation: An Analysis of Listening Comprehension Parts in Top Notch 2A &amp; 2B
Author: Soori, Afshin
Date: 2015-10-00
Type: Journal Articles
Subjects: Textbook Evaluation,Listening Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Foreign Countries,Visual Aids,Pictorial Stimuli,Learning Motivation,Student Interests,Audiovisual Aids,Multimedia Materials,Listening Skills,Check Lists

Textbooks are the instruments that assist both teachers and learners in process of second language learning. With respect to the importance of textbooks in a language course, evaluation of course books is a significant issue for most researchers. The present study investigated and analyzed Listening Comprehension parts in Top Notch 2A &amp; 2B 2nd edition. Top Notch 2A &amp; 2B have 10 Units. The number of listening comprehension parts is in the range of 2 to 4 parts in each unit through the book. So the number of listening comprehension parts is not equally distributed. The participants of this study are 10 EFL teachers of two English language Institutes in Jahrom. Strong and weak aspects of Listening Comprehension parts have indicated in this research. The weaknesses involve the pictures and visuals are not clear enough to enhance students' motivation and interest, the audio is not completely suitable for students' English level, and Discussion parts are not stimulating students' talking. Furthermore this study revealed the crucial function of teachers in listening achievement of students.
The Role and the Use of Indonesian Language in the Teaching and Learning English as a Foreign Language
Author: Arung, Fernandes
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Usage,Language Proficiency,Indonesian,Language Role,Linguistic Theory,Teaching Methods,Learning Processes,Communicative Competence (Languages),Native Language,Language Teachers,Teacher Attitudes,Questionnaires,Secondary School Teachers,Qualitative Research,Secondary School Students,Grounded Theory,Observation

Mostly learners and even teachers of English as a Foreign Language (EFL) are still not able to speak grammatically and fluently just because they lack of the Indonesian language proficiency and comprehension. This research was done to investigate how the Indonesian (Bahasa Indonesia) can assist the teachers and learners of EFL in improving their English proficiency and comprehension. The data were analyzed by applying Miles' and Huberman's framework; data reduction, data display, and drawing then verifying conclusion. The findings showed some positive and negative representative perceptions of the teachers dealing with the roles of the Indonesian in the teaching and learning EFL. The second findings showed and explored the roles of the Indonesian in the teaching and learning EFL. There were five roles by which the Indonesian contribute to such as Functional Equation, Competence Indicator, Linguistic Mediator, Communicative Language Paradigm, and Situational Language Use. The third findings explored the aspects in which the Indonesian had the roles to play in assisting the teaching and learning the EFL such as aspect of the Linguistic Item, aspect of Semantics, and aspect of Pragmatics. There were three other findings in this research that were explored and labeled as Linguistic Competence vs Linguistic Cognition, Cultural Behavior-Based Language, and First Language Interest.
Thematic Roles in Somali: A Principles and Parameters Approach
Author: Saidat, Ahmad M.
Date: 2015-10-00
Type: Journal Articles
Subjects: Afro Asiatic Languages,Form Classes (Languages),Grammar,Language Research,Semantics,Syntax,Pragmatics,Sociolinguistics,Structural Analysis (Linguistics),Verbs

This study describes the thematic roles of Somali; a language that manifests unorthodox grammatical structures due to the use of the focus particle. A mapping of some language features related to the semantic-syntactic interface is carried out. The effect of the meaning of the lexical items is tested to whether it affects the syntactic structures of the sentences. It was found that the word order of Somali is determined by pragmatic and sociolinguistics factors. The focus particle of Somali plays a key-role in the Surface structure of the sentences. However; the thematic roles of the language appear not to be influenced by the grammatical manifestation of the language at the surface structure. Rather, they are determined at the deep structure level. Somali, being a pro-drop language, shows that predicates require obligatory external arguments while internal arguments are determined by the verb class and kind. Some structures show that certain verbs require PPs as obligatory arguments.
A Network Text Analysis of David Ayer's &quot;Fury&quot;
Author: Hunter, Starling David
Date: 2015-12-00
Type: Journal Articles
Subjects: Network Analysis,Content Analysis,Semantics,Fiction,Films,Film Study,Scripts,Literary Genres,Expectation,Word Frequency,World History,War,Coding,Morphemes

Network Text Analysis (NTA) involves the creation of networks of words and/or concepts from linguistic data. Its key insight is that the position of words and concepts in a text network provides vital clues to the central and underlying themes of the text as a whole. Recent research has relied on inductive approaches to identify these themes. In this study we demonstrate a deductive approach that we apply to the screenplay of the 2014 World War II-era film &quot;Fury.&quot; Specifically, we first use genre expectations theory to establish prior expectations as to the key themes associated with war films. We then empirically test whether words and concepts associated with the most influentially-positioned nodes are consistent with themes common to the war-film genre. As predicted, we find that words and concepts associated with the least constrained nodes in the text network were significantly more likely to be associated with the war, action, and biography genres and significantly less likely to be associated with the mystery, science-fiction, fantasy, and film-noir genres.
Inclusion of Marginalized Boys: A Survey of a Summer School Using Positive Psychology Interventions
Author: Andersen, Frans Ørsted
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,Dropouts,Males,High School Students,Summer Programs,Single Sex Classes,Student Characteristics,Self Control,Persistence,Social Development,Inquiry,Psychological Patterns,Program Effectiveness,Academic Achievement,Well Being,Student Motivation,Individual Development,Interviews,Tests,Scores,Reading Achievement,Spelling,Mathematics Achievement,Mixed Methods Research

Marginalized boys at risk of dropping out of high school have for a long time been a problem in the Western world. 100 such Danish 14-16 year old boys were in the summers of 2013, 2014 and 2015 exposed to a new school program, &quot;The Boys Academy,&quot; inspired by Seligman and the American KIPP schools suggesting seven character strengths to be put into action along with academic education: &quot;self-control,&quot; &quot;commitment,&quot; &quot;perseverance,&quot; &quot;social intelligence,&quot; &quot;curiosity,&quot; &quot;gratitude,&quot; and &quot;optimism.&quot; During these three-week summer school periods a study has been conducted by the authors, looking closer at the effects of the program. Academic performance, well-being, motivation and personal development within the seven character strengths were measured. Data consists of interviews, learning scales and different test scores. The results of the study show that all the boys improved substantially in reading, spelling, math, well-being and school motivation during the three week summer school.