Indian Journal of Language and Linguistics
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Relationship Between Proficiency and Interference in Second Language
Get PDFBilingualism is viewed as alternative use of two languages in day-to-day context. Earlier views of bilingualism assumed the bilinguals to have equal proficiency in L1 as well as L2, while the recent views in bilingualism suggests that a bilingual can have competence to any degree in his/her second language. The competence factor is also called proficiency. In individuals who have limited proficiency, the domain language is believed to exert interference on the weaker language. Interference can be of two main types lexical interference and grammatical interference. Lexical interference is manifested through borrowing, while grammatical determined through incorrect subject-verb agreement and incorrect usage of PNG markers. The study aimed at determining the relationship between interference and proficiency levels on conversation, narration and picture description tasks. 40 participants were considered for the study, LEAP Q was administered on these participants and they were divided into high and low proficient speakers based on rating on LEAP Q. The results suggested that the interference was more for low proficiency group in regard to both grammatical as well as lexical interference. The amount of interference did not vary much with respect to the three different linguistic tasks
Perception and Preference Towards English Language Learning and Teaching Through Virtual Mode: A Study on English Language Learners and Teachers
Get PDFThe paper intends to discuss English Language teachers' and students' perceptions and preferences toward English Language Teaching and Learning through online or virtual classes. The COVID 19 outbreak and the nationwide lockdown created a new set of environments for all. All educational institutions were closed down to prevent the widespread of the virus as a result the teaching and learning activities were disrupted extensively. All sorts of activities, including teaching and learning, were being carried out through online mode. Traditional classroom teachings shifted to online classroom teaching in order to continue with teaching and learning practices. The online mode of teaching became an effective strategy to continue the teaching and learning process without any interruption. The closure of educational institutions affected a large number of students. The abrupt change in teaching and learning methods impacted both the teachers as well as students. The main purpose of the study was to examine the perception and preferences of learners and teachers towards online learning and teaching. The study adopted the questionnaire method, and the data were collected from undergraduate students (Currently in B.A Third Semester) of Indira Gandhi National Tribal University, Madhya Pradesh by sending a questionnaire to participants' email ids. The English language teachers and students were selected for the present study. English language course is taught at this university as a compulsory subject for first-semester undergraduate students. Two questionnaires, one for the teachers' group and another for the students' group, were prepared to know the opinion of both the participant groups. The study reveals that students are more satisfied with face-to-face teaching than the online mode. All learners believe that learning and speaking English is an advantage, but they prefer classroom teaching over online. Similarly, the teachers’ group also showed their preferences for offline teaching over online teaching. The present paper elaborates on the findings of the present study
Gender Differences in Listening: Research Perspectives
Get PDFThis paper reviews gender differences in listening. The paper focuses on three main questions for reviewing related studies published previously: (1) Between boys and girls, who listen better? (2) Reasons males or females listen better? and (3) Which method(s) researchers mainly used to explore gender differences in listening? Two major fields of research in listening were investigated: cognitive and metacognitive studies. The review reveals that male and female students have used different brain hemispheres for their listening comprehension although there are still debates and discussions on this issue. The reasons males seem listen more attentively than females are due to that fact that males are likely to pay attention to facts while females on the contrary like to listen to information. Surprisingly, there is no clear indication or conclusion to the question “Between males and females, who listen better?”, but this review recognizes that metacognitive instruction helps raise learners’ metacognitive awareness and assists them in their listening comprehension improvement. Three research methods mostly used for investigating gender differences in listening are recognized which are dichotic listening, brain-dominance inventory, and Metacognitive Awareness of Listening Questionnaire (MALQ) focusing on raising listeners’ cognitive and metacognitive awareness when students perform their listening tasks
EFL Palestinian Students’ Perception of E-Assessment amidst the Covid-19 Pandemic
Get PDFIt is not surprising that most institutes, schools, and universities are shifting from traditional learning to online learning due to the coronavirus, which is an international concern that has changed the educational system all over the world. This study aims to investigate the perception of EFL students at Hebron University about online assessment benefits and challenges during COVID-19. The participants of this study were 64 English major students from Hebron University. An online questionnaire consisting of 40 questions was used to collect the data. The researchers followed the quantitative approach. According to the findings of this study, Students' overall view of e-assessment was moderate. The researcher included in the questionnaire eight domains. They got varying degrees. Compatibility domain (M=3.74), awareness domain (M=3.71), self-efficacy domain (M=3.57), perceived usefulness domain (M=3.53), IT support domain (M=3.48), perceived ease of use domain (M=3.48), peer influence and superior influence domain (M= 3.41), resource facilitation domain (M=3.20)
Negation In Nepali Complex Predicates
Get PDFThis paper aims to discuss some properties and characteristics of complex predicates with reference to negation in Nepali. The paper will analyze how negation works with compound verb and serial verb constructions in Nepali. It will also discuss compound verbs like N+V along with V+V structure and analyze the conjunctive participle marker in certain construction. We will also look into the agreement system of negative compound verbs where certain agreement feature gets attached to the negation marker. In this paper we will enquire the condition of negation marker occurring as both prefix and suffix in Nepali serial verbs. We will also try to show how negative polarity items occur in Nepali complex predicate configuration. This paper is a descriptive account of the negative constructions in Nepali complex predicates. Theoretical account is outside the scope of this paper
Reduplication, Expressives, and Echo-Formation in Hajong
Get PDFThis paper is an attempt to document and investigate the reduplication in Hajong. Hajong is an Indo-Aryan language spoken in Bangladesh and Indian northeastern states of Assam, Meghalaya, and Arunachal Pradesh. The present study is based on the data collected from 12 Hajong speakers of the Goalpara district of Assam. Reduplication is a widespread phenomenon that is common in the languages of Southeast Asia. However, grammarians have ignored this phenomenon primarily because they follow the Western grammar description model, where reduplicated structures do not exist or are rare (Abbi, 1992). The aim is to study the reduplicated structures, expressive and echo-formation and its semantic aspects in Hajong. There are mainly two types of reduplicated structures in Hajong: Morphological reduplication and Lexical reduplication. The morphological reduplication is expressed through expressive. “Expressive behave and function like regular words and thus form a part of the lexicons of Indian languages” (Abbi, 2018). The semantics of expressive morphology in Hajong represent five senses of perception, states of mind and manner of an action, and kinship terminology. However, lexical reduplication is constructed through the process of echo-formation (partial reduplication), compound, and complete word reduplication. Echo-word Formation acquires the status of a meaningful element only after it is attached to a word (Abbi, 1992). Echo formation is formed by replacing the initial consonant sound in the reduplicant. The common replacer sounds in Hajong are /ʧ͡/, /t/, /tʰ/ /m/, and /s/. The semantics of Hajong's echo formation represent generality, plurality, intensity, and sets or types
Nominalization in TIV
Get PDFNominalization is a linguistic process of deriving nouns from other word classes or linguistic units. Nominalization is evident in many languages of the world. The Tiv language also exhibits nominalization. This paper critically analyses nominalization in Tiv. The objectives of the paper are: to determine the processes through which nominalization takes place in the Tiv language, the extent to which the processes of nominalization are productive in the Tiv language, and the classes of words and linguistic units that are nominalized in Tiv. Data were sourced from the native speakers of Tiv using the researcher – participant technique. The researchers documented the lexical items used during the interaction, determine the basic components of the lexical items and the word classes such lexical items belonged to. The intuitive knowledge of the researchers as the native speakers of the language was harnessed. The secondary data were sourced from the already existing literatures such as textbooks, journals and the internet. The theory adopted in the paper is Hokett’s (1954) structural theory whose models are the Item-and-Process (I.P) and Item-and-Arrangement (I.P). It has been found out that the processes through which nominalization takes in the Tiv language are prefixation, prefixation plus some modifications, tonality and desententialization (sentence deconstruction). These processes are discovered to be very productive in nominalization in Tiv. It has also been found out that verbs roots and adjectives are the classes of words that are nominalized (lexical nominalization) in the Tiv language together with sentences (syntactic nominalization)
Classism, Casteism and Sexism a Curse in the Life of Dalit Women: A Social and Literary Analysis
Get PDFClass, caste and, gender systems prevail since ancient times in society. Lot has been said and studied about it but yet society is not free from these stigmas. The division of society on the basis of class, caste, and gender has hindered the progress of society at the same time has treated the lowest castes also known as Dalits or former ‘Untouchables’ as underdogs and have tremendously ill-treated this section in the society. The mainstream has made them marginalized and unheard. Dalit women are triple victims and are the most sufferers in Indian community. Though the Indian Constitution talks about equality, freedom, and justice to all Indian Citizens, irrespective of caste, class, creed, religion, and sex there are many who are not privileged for the same. This research paper focuses on the understanding of class and caste system with addition to Dalit women as the triple victim of class, caste, and gender with the background of social structure in India and Dalit and Non-Dalit writers unveiling their plight and sufferings. Select works of major writers such as Mulk Raj Anand, Munshi Premchand, Mahasweta Devi, Urmila Pawar, will be considered for this research. The research makes the unheard voice of Dalit women reach the masses and ignite the spark of justice and respect for them in society
Do Cues Facilitate Retrieval of Verbs in Persons with Bilingual Aphasia?
Get PDFWord retrieval difficulty is commonly seen in persons with aphasia. The cues would repair word retrieval difficulty. The effect of cues during verb retrieval was gauged via Action Naming Test (ANT) in Kannada and English languages in persons with aphasia (PWAs). A total of eight persons with bilingual Aphasia (Broca's, conduction, and isolation type) were recruited for the study. The participants were expected to have a minimum quantum of verbal output were considered for the study. Specifically, the study used phonemic, semantic, and verbal contextual cues to assess verb retrieval abilities. The result of the study manifested that all participants of the study were able to perform better with phonemic cues followed by semantic and verbal contextual cues in both Kannada and English languages
Translation Competence: Beyond Bilingualism
Get PDFIn translation studies, it is sometimes assumed by some scholars that bilinguals are in possession of an innate competence for translating. In this research, aspects of bilingualism and translation competences are investigated. The questions driving the research are: is being a bilingual enough to be a translator? And what are the competences a translator needs to perform a good translation? This article addresses these questions through a comprehensive literature review and a small-scale empirical study. First, relevant literature on bilingualism and translation competence was reviewed. Second, an empirical investigation was carried out in which bilinguals and professional translators translated a source text to generate empirical data on the use of two languages and relevant translation competences. The results have shown that being a translator is more than being bilingual and going to a translation school is not a guarantee to be a good translator. The subject matter knowledge also matters. The research not only yield insights into the description and development of translation competence, but also provides potential avenues for translators’ self-improvement