ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Discourse on the Go&quot;: Thematic Analysis of Vehicle Graffiti on the Roads of Egypt
Author: El-Nashar, Mohamed
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Political Affiliation,Ideology,Social Values,Beliefs,Discourse Analysis,Art Expression,Classification,Christianity,Islam,Innovation,Identification (Psychology),Language Variation,Popular Culture

This paper investigates graffiti drawn on vehicles in Egypt as an expression of their authors' social values, religious ideologies and political affiliations. Little research has been done in Egypt on these meaning-loaded messages. This paper gives further evidence that graffiti are a very powerful mode of expression for groups that feel disenfranchised by the wider society. The data comprise (614) written graffiti taken from both highway and in-city vehicles from different parts of Egypt. This paper employs Fairclough's (1995) post-structuralist model of discourse analysis which extends the concept of discourse from the traditional and natural &quot;language in use&quot; to be a social practice &quot;per se.&quot; One of the aims of this study is to explore the various discourse domains of vehicle graffiti in Egypt through thematically analyzing their patterns of usage. For this aim, the authors have devised a four-pronged thematic classification of such graffiti. The paper also tackles some of the lexical features of graffiti and addresses the language and language variations used. Results show that religious expressions constitute more than half the data. It is also shown that graffiti about the self or car are positive whereas statements about &quot;the other&quot; are negative. The analysis reveals a strong positive inclination in the social and philosophical expressions with almost nonexistent political graffiti.
A Cross-Cultural Comparative Study of Apology Strategies Employed by Iranian EFL Learners and English Native Speakers
Author: Abedi, Elham
Date: 2016-10-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Pragmatics,English (Second Language),Second Language Learning,Native Language,Discourse Analysis,Language Tests,North American English,Statistical Analysis,Speech Acts,Foreign Countries,Interpersonal Relationship,Classification,Power Structure,Gender Differences,Language Research,Contrastive Linguistics,Linguistic Theory

The development of speech-act theory has provided the hearers with a better understanding of what speakers intend to perform in the act of communication. One type of speech act is apologizing. When an action or utterance has resulted in an offense, the offender needs to apologize. In the present study, an attempt was made to compare the apology strategies employed by Iranian EFL learners and those of English native speakers in order to find out the possible differences and similarities. To this end, a discourse completion test (DCT) was given to 100 male and female Iranian EFL learners and English native speakers. The respondents were supposed to complete the DCTs based on nine situations, which varied in terms of power between the interlocutors and level of imposition. This study employed Cohen and Olshtain's (1981) model to classify various types of apology strategies. The obtained results revealed some similarities along with some (statistically insignificant) differences between EFL learners and American English speakers in terms of their use of apology strategies. Furthermore, it was found that the illocutionary force indicating devices (IFIDs), such as request for forgiveness and an offer of apology were the strategies mostly employed by the Iranian EFL learners while taking on responsibility such as explicit self-blame, and expression of self-deficiency were found to be the strategies mostly used by English native speakers. In terms of gender, the male and female respondents more or less used the same apology strategies in response to the situations. The findings of the present research can be used by language teachers as well as sociolinguists.
Vocabulary Memorization Strategies among Arab Postgraduate English Foreign Language Learners
Author: Al-Qaysi, Fouad Hussein
Date: 2016-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Vocabulary Skills,Memorization,Learning Strategies,Arabs,College Second Language Programs,English (Second Language),English Language Learners,Graduate Students,Intensive Language Courses,Student Surveys,Questionnaires,Incidence,Foreign Countries

Many studies have investigated vocabulary memorization strategies in the EFL context, but few researches have been conducted on the types of memorization strategies used by the Arab students in Malaysia. Thus, this study investigates the types of vocabulary memorization strategies employed by the Arab students in the Intensive English course at UUM. The aims of the study were to investigate vocabulary memorization strategies used by the Arab students and to examine the most and the least frequent strategies employed by the Arab students in learning and memorizing vocabulary. The samples of the study were 65 postgraduate Arab students from different colleges; COB, CAS and COLGIS at UUM. One instrument was used in this study, which is a questionnaire. The questionnaire was adapted from Li (2004) which is based on Oxford's taxonomy (2003). The results indicated that the Arab students use different strategies in learning and memorizing vocabulary. &quot;Reviewing well&quot; strategies were found to be the most preferred strategies in contrast with &quot;Employing actions&quot; which was found to be as the least category employed by the Arab students. &quot;Writing words repeatedly&quot; a strategy from &quot;Reviewing well&quot; category was found to be the most strategy used by the Arab students in the Intensive English course while the &quot;Associate sounds of words with similar English&quot; from &quot;Employing actions category&quot; was the least strategy used by them. The findings revealed that Arab students see vocabulary memorization strategies help them in learning the English language and consistent with their cultural and educational background.
Pragmatic Study of Directive Speech Acts in Stories in Alquran
Author: Santosa, Rochmat Budi
Date: 2016-10-00
Type: Journal Articles
Subjects: Pragmatics,Speech Acts,Islam,Religious Education,Content Analysis,Classification,Linguistic Theory,Religious Factors,Discourse Analysis,History

This study aims at describing the directive speech acts in the verses that contain the stories in the Qur'an. Specifically, the objectives of this study are to assess the sub directive speech acts contained in the verses of the stories and the dominant directive speech acts. The research target is the verses (&quot;ayat&quot;) containing stories in the Qur'an. This study emphasizes the problem of finding the meaning of verses pragmatically. The data in this study are all expressions of verses about the stories in the Qur'an that contain directive speech acts. In addition, the data in the form of contexts behind the emergence of the verses in the Qur'an story also included. Data collection technique used is the reading and record techniques. The data analysis was conducted using content analysis. Analysis of the data by classifying directive speech acts into 6 (six) categories of Bach and Harnish theory namely; requestives, questions, requirements, prohibitive, permissives, and advisories. The result is that the requestives speech act consist only 1 (one) paragraph, namely subdirective asking for patience. In sub-directive questions, there are 4 (four) questions that have meaning to ask about what, question tag, why, asking for permission, who, where, which, possibilities, and offering. For sub-requirements directive there are 60 (sixty) types of command. Pray command is the most number (24 verses) and command for giving attention is the second position with 21 verses. About sub-directive prohibitives, we found 19 kinds of restrictions. As for permissives, there is only one (1) verse that allows punishment. In advisories that there are 2 kinds of advises, they are 1 verse that counsel for fear of punishment of God, and advise to be humble (1 verse). Thus it can be said that the stories in the Alquran really contain messages, including a message to the people to carry out the commands of God and away from His prohibition. The purpose is to crystallize the basic principles of the movement of human history. Those principles later we call the laws of God. He continues to invite people to reflect His guidance in life.
Expanding the Lexicon: The Case of Jordanian Arabic
Author: Sa'aida, Zainab
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Native Speakers,Lexicology,Morphology (Languages),Semitic Languages,Rural Urban Differences,Interviews,Language Variation,Females,Sociolinguistics

The aim of this study is to explore (non)morphological processes that native speakers of Jordanian Urban Arabic and Jordanian Rural Arabic use to expand their own lexicon. Three Jordanian female respondents were interviewed to collect data. The data consist of transcriptions of recorded tokens, which were categorised into groups according to the (non)morphological processes that they undergo. Findings of the study show that there is a number of (non)morphological processes that native speakers of Jordanian Urban Arabic and Jordanian Rural Arabic use to enlarge their own lexicon. The morphological processes include affixation, suppletion, conversion, and vowel mark placement. The present study has also explored a number of non-morphological processes which include univerbation, borrowing, and word creation.
Stylistic Performance through Affective Marking: A Case of Multilingual Literary Discourse
Author: Chakravarty, Urjani
Date: 2016-12-00
Type: Journal Articles
Subjects: Language Styles,Multilingualism,Authors,Literary Devices,Affective Behavior,Sociolinguistics,Indo European Languages,Cultural Influences,Cultural Background,Language Variation,English (Second Language),Second Language Learning,Immigrants,Novels

This paper provides an overall analysis of how multi-lingual writer like Amitav Ghosh write about emotion in his literary text, and emphasize on how multilingual authors display emotion/affect through use of literary multilingualism (affective markers) combined with writer style. Through use of multiple strategies, they reduces the limitations of interpretation of their texts. Furthermore, this paper highlighted the centrally sociolinguistic and cognitive dimensions of the relationships between multilingualism and emotion and how this is influenced by assumptions of Relevance Theory i.e. optimal relevance in a literary text. One should expect to find relationships between sociolinguistic diversity and affective expression for most authors in locally specific ways, whether multilingual or not. Such scholarship can then illuminate how the authors by using literary multilingualism through writer style and affective markers can shape emotions across various contexts in a literary text. Future research into multilingualism and emotion should continue to distinguish between how multilingual authors use linguistic forms to show feeling, and how they express about feeling in their created texts.
English for Medical Purposes for Saudi Medical and Health Professionals
Author: Alqurashi, Fahad
Date: 2016-12-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Medical Students,Medical Education,Language Usage,Questionnaires,Hospitals,Foreign Countries,Physicians,Universities,Student Attitudes,Language Skills,Language Fluency,Accuracy,Intercultural Communication,Work Environment,Course Content,Instructional Design,Statistical Analysis

This study explored the English language needs of 156 Saudi fellowship doctors and students of medical majors who are enrolled at medical and training programs in Australian hospitals and universities. Data were collected via a questionnaire adopted from a previous study. Participants' responses showed the most frequently used language subskills were those sub-skills they considered highly important. Results emphasize the findings of previous studies that learners usually attach high importance to any skills that they use frequently to help them achieve the utmost aim of improving their language abilities. In addition, the study findings suggest current college English language courses for medical majors need to focus more on improving language-related aspects like fluency, understanding, accuracy, and structure. Such changes are necessary to prepare doctors and medical professionals for work in medical jobs that depend on heavy usage of the English language and also improving communicative competence aspects to ensure smooth cultural interaction with co-workers from all around the world. The study concludes by pointing that there is a critical need to restructure English for medical purposes programs in Saudi Arabia to make better course design, content, and materials responsive to target language learners' own future goals.
The Use of L1 as a Teaching Strategy by Native and Non-Native EFL Instructors at a Language Preparatory Program in Turkey
Author: Balabakgil, Burcin
Date: 2016-12-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Foreign Countries,Comparative Analysis,Language Teachers,Teacher Attitudes,Language Usage,Native Language,Turkish,Protocol Analysis,Positive Attitudes,Learning Processes,College Faculty,College Students,Introductory Courses,Observation

The purpose of this research study is to find out and compare the use of L1 as a teaching strategy by native and nonnative instructors in elementary level EFL classrooms at a preparatory program of a foundation (non-profit, private) university in Istanbul, Turkey. Specifically, the study aims to investigate the perceptions of native and non-native teachers of English about the use of L1 as a teaching strategy in their classrooms, explore how often and for what different teaching purposes they use learners' L1, and lastly, find out their reflections about L1 use in their classroom practices. The participants of this study were 30 EFL instructors (N = 15 native, N = 15 non-native) teaching elementary level learners at a foundation (non-profit, private) university in Istanbul, Turkey. The data were collected through a questionnaire (N = 30), classroom observations (N = 8) and think aloud protocols (N = 8). The findings revealed that both native and non-native instructors had a highly positive attitude towards the use of L1 as a teaching strategy and they believed that it has a supportive role both for learning and teaching effectively in elementary level monolingual classes.
Promoting Communicative Skills and Cultural Understanding among Saudi EFL Students Joining Summer English Programs at US Universities: A Web-Based Project
Author: Al-wossabi, Sami Ali Nasr
Date: 2016-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Teaching Methods,Computer Software,College Students,Summer Programs,Intensive Language Courses,Oral Language,Communicative Competence (Languages),Class Size,Language Proficiency,Second Language Instruction,Study Abroad,Cultural Awareness,Online Courses,Conventional Instruction,Language Skills,Vocabulary Development,Program Descriptions,Foreign Countries

As English is one of the most spoken languages in the globally interconnected world of today, many Saudi universities are enrolling their EFL students in summer intensive English programs at US universities. The main purpose is to enhance their EFL students' oral competencies. This new policy is, in fact, the result of the failure of CLT practices in local universities (Liao, 2004; Nunan, 2003), large EFL classes and students' low proficiency (Yu, 2001; Li, 1998) and EFL teachers' preference for using traditional methods rather than communicative ones (Chowdhry, 2010; Littlewood, 2007). However, Saudi students, upon arrival to the US, encounter challenging communicative situations. The present study, therefore, advocates the implementation of four-week language software program in Jazan University prior to the later four-week language program in US universities. The aim is to prepare EFL Saudi students for the communicative and academic situations and cultural norm they would be encountering and experiencing in the USA. The project includes two modalities; online learning and in class learning. The online learning entails a language software content-based program with emphasis on listening, vocabulary, writing, grammar and reading skills. The in-class learning includes only speaking activities that are paralleled and compatible to the online thematic content. Thus, the main focus of the present paper will primarily be directed to providing a detailed description of the online language software and the different elements involved in constituting it.
Gender Representations in the Illustrations of the 6th Grade Language Textbook Used in Greek Elementary School
Author: Karintzaidis, Nikolaos
Date: 2016-12-00
Type: Journal Articles
Subjects: Gender Differences,Gender Issues,Grade 6,Illustrations,Elementary School Curriculum,Textbook Content,Textbook Evaluation,Content Analysis,Semiotics,Sex Role,Sex Stereotypes,Incidence,Languages,Educational Practices,Foreign Countries

This study explores the way in which the two sexes are presented in education and particularly in the illustration of the language textbook used in the 6th Grade of Greek elementary school. In a society where gender equality is constitutionally enshrined and displayed as an educational policy objective, it attempts to examine if school textbook images respond to the demands of social reality, or perpetuate outdated gender stereotyped educational practices. The visual communication system that school textbooks use has the same rhetoric in of the conveyance of ideological and cultural messages as the linguistic system. Therefore, students receive plenty of information from both communication systems about the roles and stereotypes that are considered appropriate for each sex. In the past, several studies have analyzed the linguistic system, while this is the first attempt at an organized and systematic analysis of the visual system in language textbooks, and specifically the one in 6th Grade. Both content analysis, as a measurement technique, and semiotics, as a visual analysis method, were used as a research method. The analysis of data showed that (a) the presentation of the two sexes in the illustration of this language textbook is not objectively compared with social changes, (b) apart from the quantitative inequality that exists in the presentation of the two sexes, there also appears to be a big difference in qualities such as behavioral characteristics, occupations, and activities, and (c) there is a reduction in the representation of outdated gender stereotypes, which is not necessarily positive, as the diversity of roles they undertake in the modern social sphere is not emphasized.
Structure of Complex Verb Forms in Meiteilon
Author: Singh, Lourembam Surjit
Date: 2016-12-00
Type: Journal Articles
Subjects: Verbs,Classification,Syntax,Semantics,Phrase Structure,Sino Tibetan Languages,Structural Analysis (Linguistics)

This piece of work proposes to descriptively investigate the structures of complex verbs in Meiteilon. The categorization of such verbs is based on the nature of semantic and syntactic functions of a lexeme or verbal lexeme. A lexeme or verbal lexeme in Meiteilon may have multifunctional properties in the nature of occurrence. Such lexical items can be co-occurred together in a phrase as single functional word. Specifically, in the co-occurrences of two lexical items, the first component of lexical items has different semantic and syntactic functions in comparison to semantic and syntactic functions of the second component of lexical items. Such co-occurrences of two lexical items are the forms of complex verb that are covered with the term complex predicate in this work. The investigation in constructing complex predicate is thoroughly presenting in this work.
&quot;Rabbit Proof Fence&quot;: A Struggle for Cultural Existence
Author: Al-Momani, Hassan Ali Abdullah
Date: 2016-12-00
Type: Journal Articles
Subjects: Cultural Maintenance,Culture Conflict,Resistance (Psychology),Foreign Culture,Foreign Policy,Semiotics,Social Change,Indigenous Populations,Indigenous Knowledge,Literary Criticism,Literary Styles,Literature Appreciation,Didacticism,Foreign Countries

The main goal of this paper is to depict the struggle for cultural existence in &quot;Rabbit Proof Fence.&quot; It also reflects the cultural conflict represented in the three aboriginal girls' characters which is due to their rejection and resistance for the colonialists' culture. Besides, the paper presents the cognitive analysis of the cultural struggle and resistance in Molly's character, and it tackles the cultural resistance in &quot;Rabbit Proof Fence&quot; from a postcolonial point of view. Additionally, the semiotic dimension, which is based on a socio-cultural basis, is introduced in this paper.
The Relationships between Social Class, Listening Test Anxiety and Test Scores
Author: Rezaabadi, Omid Talebi
Date: 2016-10-00
Type: Journal Articles
Subjects: Correlation,Social Class,Teaching Methods,Test Anxiety,Anxiety,Communication (Thought Transfer),Measures (Individuals),Likert Scales,Second Language Learning,English (Second Language),Language Tests,Listening Comprehension Tests,Scores,Foreign Countries,Questionnaires,Physiology,Statistical Analysis

This study investigated the relationships between the social anxiety, social class and listening-test anxiety of students learning English as a foreign language. The aims of the study were to examine the relationship between listening-test anxiety and listening-test performance. The data were collected using an adapted Foreign Language Listening Anxiety Scale and a newly developed Foreign Language Social Anxiety Scale. The potential correlation between social anxiety and listening-test performance was investigated by the correlation coefficient r[subscript xy]. A moderate positive correlation was found between students' social class and social anxiety. The results suggest that pedagogical methods suggested to lessen this anxiety were effective. There was also a clear relationship between social anxiety, listening-test anxiety and listening performance. This exploratory research has several pedagogical implications.
Sociocultural Theory and Its Role in the Development of Language Pedagogy
Author: Panhwar, Abdul Hameed
Date: 2016-12-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Second Language Learning,Second Language Instruction,Personal Autonomy,Constructivism (Learning),Teaching Methods,Learning Theories,Instructional Effectiveness,Schemata (Cognition),Scaffolding (Teaching Technique),Student Centered Learning,Cooperative Learning

This paper reviews the literature on Vygotskian theory of Socio-cultural learning and constructivist approach to teaching and learning and attempts to relate the socio-cultural theory to constructivism. The purpose of the paper is to investigate the ways socio-cultural theory helps to develop language pedagogies. Critical analysis of the literature on the socio-cultural theory suggests that the theory has potential for forming new context-oriented language teaching-learning pedagogies which can help teachers in maximising the effectiveness of their teaching and their student's learning. The review further suggests that the language pedagogies and activities developed from the sociocultural theory of Vygotsky may not only improve students' language skills, but it also has potential to develop students' cognition. Since theory promotes more and more communication of students with each other through scaffolding, that is, the Zone of Proximal development (ZPD) in Vygotsky's language. Thus, the theory directly points towards the promotion of student-centred learning by establishing learner autonomy.