Linguistic Forum (LinFo) (E-Journal)
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Illiteracy Effects on Local Development in the Moroccan Rural World: Challenges and Recommendations
Get PDFThis paper fundamentally aspires to make context-based recommendations to the increasingly rising number of Moroccan female cooperatives in rural areas, particularly in the region of Fes-Meknes. Similarly, it endeavors to problematize illiteracy and its effects on local and regional development among rural women in the aforementioned region. It must be noted that solidarity cooperatives unquestionably help mitigate both feminine poverty and unemployment, and simultaneously incrementally establish an ongoing entrepreneurial platform for rural women. Such a platform can directly grant the potentiality of helping these women make quantum leaps in development, as well as become socio-culturally emancipated from the stereotypes and clichés that have kept them invisible for decades in the so-called domestic sphere. The data gathered by means of focus groups’ sessions in different Fes-Meknes areas and villages, Ifrane, Azrou, Imouzzer, Sefrou and Ain Louh, was of paramount importance in making recommendations that are realistically inspired and meticulously drawn from research informants whose participation in local and regional development, albeit challenges, has drawn a significant amount of attention from state actors, such as the Office of Development and Cooperation (ODCO) and associations of civil society, such as the Moroccan Center for Innovation and Social Entrepreneurship (MCISE). One can confidently state that human development can solely be born out of solidarity, collaboration and encouragement in order to ultimately defy social ills and create seamless cohesion and prosperity
Transitivity Analysis of ‘The Old Building’ by Imdad Hussein: A Corpus-Based Study
Get PDFThis study is based on the detailed analysis of the poem ‘The Old Building’ by Pakistani poet Imdad Hussein. This article proposes a thorough analysis of ideational metafunction under transitivity analysis. For this purpose, UAM tool was used for Transitivity analysis includes different processes and through these items, we can put a stance on any context with verb to subject and these processes involve six kinds: material process, mental process, behavioral processes, relational process, verbal process and weathering. This paper investigates the relationship between linguistic structures and its meaning in the literary poem through ideational metafunction, based on Gerot-Wignell (1994) and Halliday's (1995) models of transitivity
An Exploration to the Advancement of Methodologies in TEFL/TESOL: A Book Review
Get PDFTeaching is still in its early form. More discoveries from recent studies and investigations have steered different teaching recommendations. Moreover, more revelations are yet to come up to the present time. As days, months, and years progress, the view on teaching strategies evolves and requires an upgrade for better educational outcomes.
Teaching the English language is indeed essential in the whole world since it is still considered the universal language. Whether in business, academe, or big industries, English is widely used. English teachers must know how to teach the English language to their learners to produce students with high proficiency in the English language. Many researchers must be keen to uncover more strategies that we can apply and execute in English language teaching.
This paper intends to review and discuss the different advanced language strategies in Teaching English as a Foreign Language (TEFL) and Teaching English to Speakers of Other Languages (TESOL). More ideas are being pondered as the researcher thoughtfully scrutinized the concepts mentioned in the material’s contents.
In addition, the author emphasized the ideas about concepts and practices in English language teaching. While this article deliberately elucidates all the book's contents being reviewed, the researcher also imparts his experiences and realizations as an English teacher. Being a reviewer of this book, the researcher learned a lot about teaching English more effectively.
The first chapter is Teaching English at the Secondary School. This chapter tackles TEFL’s processes, challenges, and aims at the secondary stage. Here, it is highlighted that teaching at secondary schools might be exigent, for the level of the learners is higher, and that the target lessons are more complex than those lower levels. Generally, the exams used in English subjects and the old teaching style are the top trials an English teacher encounters. Moreover, TEFL purposefully wants us to supply learners with three (3) skills: study, language, and thinking skills. If so, the production of secondary-level students with competent English communicators is expected. Chapter Two (2) is Classroom Management, highlighting matters concerning motivation, discipline, and respect. Accordingly, when a teacher fails to have the control to manage the classroom, eventually, it will be more difficult for him/her to bring that authority back. This chapter concluded that a teacher must be an “organizer” or a “manager” to have a successful activity exchange for teaching and learning since classroom management is a must.
The third chapter holds and explains Situated Language Learning. Situated Language Learning is an approach to learning in which it occurs in the same authentic context in which it applies. Thus, it is then appealed to its seriousness in English language teaching. Though there is a veer from “acquisition” to “participation” metaphor, to engage in an authentic learning place is the best way to learn a language. Situated Language Learning is a significant term that encompasses many forms of learning like Task-Based Language Learning, Authentic Language Learning Pedagogy, Virtual Language Learning, and so on; it is the teacher’s duty to apply these learning modes in the classroom. The next chapter is Assessment and English Language Testing. Here, placement test, progress test, achievement test, proficiency test, and other varieties of the testing instrument are tackled as some of the many reasons there is a need for testing the English language. This chapter also indicates suitable tests and different test types and their categories. Though some testings are bound for subjectivity and bias, making clear-stated and detailed marking scales can help. A good assessment can gauge the student's level, leading to better procurement of valid results. Thus, it can lead to the conclusion of better strategies to use.
Chapter Five (5) focuses on Social Networking & Language Learning that clearly states how we can use these modern media in learning a language. Facebook, as being focused on this material, is beneficial to both teachers and learners, for it can be used as a tool for teaching-learning activities that can indeed be creative and innovative. The following chapter, Chapter Six (6), Fun and Humour in English Language Teaching, talks about how we can integrate joy in learning—creating fun and humorous classes while learning can indeed promote a better learning mood. In addition, more social activities, developing well-being and self-esteem, and memory retention are sure to be achieved. Through games and songs, we can learn English more lightly.
Virtual Language Learning Environment, Chapter Seven (7), is one of the most modern ways to consider. The 21st century brings us to the realization of maximizing the technology we have right now. Though the requirements and the implementation of the VLE sound so demanding, it has noted a lot of importance and advantages. In this timely world where technology is very fast-paced, taking advantage of it is beneficial to us. It can bring forth vast opportunities to both teachers and learners. Gone are the days when we were very traditional; technology does not only help make our lives better and promotes more innovative and futuristic learning. The eight-chapter, which holds Teaching Writing, first talks about the definition of writing, then it states its sub-skills. Again, through technology, writing skills have been strengthened. Collaborative writing, threaded discussions, and connective writings are some of the many products of the effects made by the technology in writing. Though we enjoy the convenience of technology's aid to writing, teaching writing is still essential. This chapter highlights the difference between writing as a process in reverse to writing as a product. Also, some factors have been influencing the teaching of writing, like deciding genres, attitudes towards writing, writing habits, and the relevance of writing should be in consideration. Lastly, writing activities that can fully engage students are being discussed in this chapter.
The last three chapters: CALL & Online Language Learning, Multiple Intelligences-Based Language Learning Strategies, and Glossary of Some Educational Language Learning Terms are discussed. First, Chapter Nine (9) discusses the expansive possibilities of using computers and the internet to be used in language learning. It is indeed suggested that we should fully maximize the use of computers since it can be a tool for successful maximum learning benefits. To add, this chapter talks about the possible benefits of web-based tools that can induce learning. Web search engines, for example, Google, Microsoft Bing, and Yahoo are some of the widely used tools internet users have, and using them can make us locate pieces of information we can use in language learning. There are more websites that one can fully utilize that can aid in learning a language. Next, the ninth chapter deals with Howard Gardner’s Theory of Multiple Intelligences as the basis of learning a language. This technique is more commonly known as Multiple Intelligences-Based Instruction. Though it is limited to language learning, it is very familiar for educators since it has been proven that learners have different intelligences. This idea may sound cliche, but this theory opposes the belief of “one size fits all”. Teachers must know how to fully tap the learners' potentials even though it dramatically shows varieties in which teachers can provide a suitable learning environment for the development of each learner. Lastly, the last chapter defines all the language learning terms a language teacher must know. It provides a brief description of each term for further comprehension. These terms, old and new, are still known as parts of the practice in classroom learning.
After reviewing the contents of this material, the researcher/reviewer highly recommends it. This book is rich in concepts and ideas that can benefit language teachers. Moreover, this book has suggested lots of comprehensive ideas based on empirical studies that are proven. Suppose language teachers, especially the English language teachers, know all the proposed practices and principles of these advanced language teaching/learning strategies in a TEFL/TESOL class, beyond any doubt. In that case, these language teachers can indeed improve and upgrade their teaching styles that can be a fruitful outcome of producing more competent English language learners. Moreover, this book has analyzed more recent practices that surely adapt well to the changes the world brings in this 21st century. Being aware of different techniques, challenges, and needs in an English classroom can broaden the minds of the language teachers and, hopefully, the language researchers to conduct more studies that can suffice the needs in the lacking knowledge to these changes through modernization.
For my constructive suggestion as a reviewer, the reviewer would like to see more studies made from Asian countries, so English teachers from Asia can be more relatable to the backgrounds of the research.
This book is alluring, and its comprehensive knowledge of concepts about English Language Teaching should be read by English teachers, for the ideas and concepts are crucial to the actual practice in an English classroom. As English teachers, we must be more equipped with more advanced teaching methodologies in TESOL/TEFL that can highly increase the potential to produce more English competent learners in this ever-changing, ever-challenging, and ever-demanding modern world
Problem-Based Learning: Its Effects on Students’ Ability in Writing Expository Essays
Get PDFHaving the ability to think critically is prominent to aid students in dealing with academic life, filtering any information, and solving problems. This study investigates the effects of Problem-Based Learning on students’ ability in writing expository essays. It employed a quantitative approach with a quasi-experimental design by utilizing intact classes of advanced writing. The study utilized a writing test and a scoring rubric as the instruments to collect the data. The experimental group was taught by using PBL with group works whereas the control group was taught by using individual guided problem-solving. The findings on the t-test conveyed that the null hypothesis is rejected. Hence, there is a significant difference in the mean score of the students in the experimental group and those in the control group. Moreover, the analysis of each component of writing revealed that the implementation of PBL gives a significant effect on the components of content and organization. Hence, small group discussion for problem-solving tasks is recommended to develop students’ critical thinking skills, social skills, and writing skills particularly in writing expository essays of problem-solution
Contemporary Linguistics: An Introduction: (Book Review)
Get PDFContemporary Linguistics was initially (First Edition 1989) composed to present an introductory textbook on linguistics to enlighten the students about different areas of linguistics (morphology, phonology, psycholinguistics, semantics, syntax, and sociolinguistics) with the aims to provide up-to-date coverage of the subject areas, and provide a clear and direct presentation of materials for the students of linguistics. In this regard, editors of the book strived to: incorporate up-to-date and comprehensive text; present the knowledge of the subject from working experts on a particular topic; adopt a modular approach to explain complicated concepts in an engaging and digesting style; and offer extensive support to instructors and students to teach and understand the book. The book was warmly welcomed by the students, and well appreciated by the experts in the field of linguistics. As a result, the editors have been charting various developments in the subject through different editions (1-6).
The current edition (7th 2017) of Contemporary Linguistics comprises of 14 chapters. Chapter one previews language and its features. Chapter two discusses the sounds of speech focusing the part of articulators to produce sounds, symbols representing sounds, grouping of sounds into classes, and features of sound. Chapter three reviews the distinctiveness of sounds, and the use of transcription to describe the variation of sounds. Chapter four throws light on word structures explaining different concepts on morphology. Chapter five presents the analysis of sentence structures explaining how words: are categorized; and combined to form phrases and sentences; and how sentence structures are diagrammed. Chapter six describes different concepts of semantics e.g., derivation of meaning, contribution of speaker’s attitude and belief, context, and setting toward meaning. Chapter seven explains how different languages are classified based on morphological, phonological, and syntactic similarities. Chapter eight discusses: how and why a language and its sounds change over time; and what syntactic and morphological changes are noticed in a language. Chapters nine and 10 explain how children acquire first and second language by developing vocabulary in different stages of acquisition, and what factors influence the acquisition process. Chapter 11 answers the questions related to the: methods employed by psycholinguists to study language processing; linguistic principles involved in language production and comprehension; and psycholinguistic models applied to explain language processing. Entitled ‘Brain and Language’ chapter 12 describes the structure of human brain and its relation with language, and neurolinguistic investigations on language and brain. Chapter 13 explains the use of language in social contexts focusing on how: class, ethnicity, gender and place influence language variation; dialect variation takes place over time; language contact influences development and use of language; social interaction influences the use of language; and people deal with language. Chapter 14 explains the development of writing systems, the emergence of alphabetical systems, the development of writing systems in non-European languages, the development of modern English spelling system, and the relation between reading and writing.
Each chapter of the textbook starts with a quote from world-famous literary works followed by the chapter objectives, a detailed overview of the topic, and ends in a chapter summary, key terms, recommended reading, and exercises. Quotes (at the start of every chapter) are very concise and exciting, and present a very appealing introduction of the topic. Chapter objectives comprise of short statements that present an easily understandable aim of the particular topic. A detailed overview of the topic provides a comprehensive discussion of different aspects of the specific topic. Chapter summary (titled ‘Summing Up’) presents a precise summary of the discussion on a specific topic, and makes it easy for the reader the digest the essence of the discussion. ‘Recommended Reading’ section provides references to the materials for further reading on the topic. Exercises, at the end of every chapter, are also very interesting and help to assess readers’ comprehension of the topic.
The current edition is very advantageous for several reasons such as it: presents revised content on four chapters (2, 3, 4, and 5) on phonetics, phonology, morphology, and syntax; updates two additional chapters ‘Second Language Acquisition’, and ‘Language in Social Contexts’ with the aim to incorporate the recent scholarship in the field; provides LaunchPad Solo that offers features (interactive exercises, advanced questions, interactive IPA audio charts, additional reviews on core topics, further exploration of four chapters); provides study guide of the book; presents ‘Instructor’s Resource Manual’ as a teaching guide for the teachers of the textbook; gives detailed and advanced information on the subject; provides online exercises to support multimedia technology in the classroom; and reflects recent research on linguistics. Important boxes like ‘Language Matters’ (present general knowledge on specific topics) and ‘For the Student Linguist’ are the plus of the textbook that is rarely found in any other textbook of linguistics.
To be brief, Contemporary Linguistics is a wonderful textbook that features valuable and unique things that further make it a ‘springboard to the realm of scientific analysis’, and ‘a greater appreciation for the wonder of human language, the variety and complexity of its structure, and the subtlety of its use’ (Preface, p. xiv).
About Book
Contemporary Linguistics: An Introduction (7th Edition). Edited by William O’Grady, John Archibald, Mark Aronoff and Janie Rees-Miller. Boston and New York: Bedford/St. Martin’s Macmillan Learning, 2017, pp. 674, 35.99$ (Paperback), ISBN: 978-1-319-03977-6
The Structure of Genitive Constructions and Their Derivation
Get PDFThe present study is mainly concerned with the internal structure of syntactic derivation of genitive constructions. It is argued that structurally the two basic forms of genitive constructions are [DP GenP [D` D XP]] and [DP XP [D` D GenP]] (XP=NumP or NP), with prenominal genitive constructions occupying the [Spec DP] position and post-nominal genitive constructions in [Comp D`]. Between the genitive constructions and the functional head D, there is a feature checking relation, aiming to check some uninterpretable agreement features of the functional head. This relation is realized by different means in different languages. In languages such as English, German, Italian, Norwegian, Icelandic and Hebrew, it is realized via the overt movement of the genitive construction to the specifier position of the functional head, while in Chinese genitive construction, it is realized simply by feature matching. Thus, the syntactic derivation of the English genitive constructions is only one step further than that of Chinese genitive constructions. Based on this argument, the author proposes an analysis for the derivation of natural language genitive constructions, and uses it to account for the derivation of genitive constructions in relevant languages prior to the movement of the head nouns
A Corpus-Based Comparative Study of Derivational Morphemes Across ENL, ESL, EFL Learners Through ICNALE
Get PDFThis corpus-based comparative study was about morphemic derivational patterns in grammatical categories: adjective, noun and verbs in different varieties: English as native language (ENL), English as second language (ESL), and English as foreign language (EFL). This study was done on data collected from ICNALE in which learners’ data from three different varieties of English was compared. The data was tagged through CLAWS tagger and analyzed through AntConc software. In result of analysis, the frequency-based differences in the morphemic derivational patterns were observed after normalizing the data. Such differences across varieties in morphemic patterns were realized through the existence and absence of derivational morphemes. The results showed that the native speakers have higher ability of using a greater number of morphemic patterns than second and foreign language speakers of English. Due to their native like competence, they are more competent is the usage of morphemic derivational patterns. Those distinctive patterns should also be taken as pedagogical implication for second and foreign language learners of English. It can also be helpful for second and foreign language learners in achieving native like ability to use English language
ICT-Based Instruction amid COVID-19: The Case Study of Faculty of Sciences and Technologies, Tangier (FSTT)
Get PDFThis paper contextually endeavors to grant insights and perceptions on the teaching of English for Specific purposes (ESP) through ICT-based instruction amid COVID-19 at the Faculty of Sciences and Technologies in Tangier (FSTT). To avoid total curriculum disruption, the FSTT urgently declares online learning, which has palpably manifested a plethora of pitfalls primarily pertinent to logistics according to the study results. Drawing on previously published materials, the use of quantitative research analysis allows the researcher to empirically unravel different challenges and educational gaps among the research population. The findings of the survey indicate that more investment should be made at the level of research in order to enable ICT- based instruction to be more regulated, yet most importantly properly managed. By so doing, students’ motivation and interaction tremendously augment as they become more genuinely and actively engaged in the teaching/learning process
Insertion and Deletion in English: A Phonological Approach
Get PDFOptimality theory has spent the past three decades attempting to construct a new framework for phonological considerations. Even if it has not been able to propose a ‘perfect’ theory that fits most data and makes accurate predictions, it has still steered conceptual understandings of phonology and has provided fodder for intense theoretical debate. Essentially, OT has proposed that the underlying representations of sounds/words are input, that are then processed and evaluated until an ideal surface form is found and pushed out (as output). The mode through which these evaluations occur is “constraint-based analysis”. Throughout the process, OT offers an informative display alongside the surface realization form. OT came into discussion as a descriptive-analytical model. This paper attempts to show the basic procedures of how OT works, especially in case of insertion and deletion, and how OT provides an ideal surface form considering the competing candidates who have also the possibilities to surface. This paper also emphasizes that OT is not here to take the place of SPE. However, it has the potential to act as an advanced process in phonological analysis. This paper looks at the bigger picture which will allow readers to understand that OT does not just provide the surface form but quench our thirst to know why and why other competing candidates do not deserve to be surfaced. This research paper will help to understand that even with the limitations, OT offers more information about the phonological process and this framework is very much open for further development. OT is a bigger field to work on. This paper will be a resource to the interested who wants to take OT to the next level working on its limitations
The Role of ICT in the Teaching of Productive Skills in English during COVID-19: Teachers’ Perceptions and Obstacles
Get PDFIn the current millennium, educational technology integration has become an obligation, particularly when the focus of teaching is purely fluency-based. EFL teachers believe that students cannot reach a good level of fluency unless they speak and write English with less difficulty and more spontaneity. For that purpose, instructors incessantly seek versatile ways and approaches to deepen and enrich the teaching of four language skills (mainly the productive ones). Online sources and internet outlets provide both students and instructors with various ranges of software applications and platforms to actively dive into different class activities. Through the agency of online applications and programs, EFL learners get to gradually embrace autonomous learning. In effect, students reach self-improvement in speaking and writing when they are continuously exposed to ICT assistance. Therefore, this paper aspires to pinpoint the aspects of productive skills of teaching via the implementation of ICT as a new trend in modern education. Needless to say, it ignites a deeper discussion on Moroccan teachers’ attitudes toward the use of ICT in the EFL classroom. The quantitative analysis by means of a questionnaire designated to Moroccan EFL teachers revealed a considerable amount of positivity and predilection toward the employment of ICTs in the EFL instruction